for  SCHOOL  &  COLLEGE  BUILDINGS 

Volume  6  of  the  Indiana  Limestone  Library --Series  B 


1924  INDIANA  LIMESTONE  QUARRYMEN  S  ASSOCIATION 


SEE  PAGE  22  FOR  COLLEGE  BUILDING  SHOWN  ABOVE 


Digitized  by  the  Internet  Archive 
in  2020  with  funding  from 
Columbia  University  Libraries 


https://archive.org/details/indianalimestone00indi_1 


Indiana 

Limestone 


School  & 
College 
Buildings 

VOLUME  VI  SERIES  B 

INDIANA  LIMESTONE  LIBRARY 

FIRST  EDITION  SEPTEMBER,  1924 


Copyright  1924 

Indiana  Limestone  Quarrymen’s  Association 

BEDFORD,  INDIANA 


INDIANA  LIMESTONE  QUARRY  VIEW 


f'  |  ’HE  above  illustration  shows  a  typical  quarry  view 
in  one  of  the  larger  quarries  which  produce  the  now 
famous  INDIANA  OOLITIC  LIMESTONE  formerly 
called  Bedford  Stone.  The  stone,  it  will  be  noted,  is 
not  quarried  by  blasting,  but 
is  cut  in  huge  blocks  from 
the  solid  ledge  by  machinery. 

No  explosives  are  used,  except¬ 
ing  for  the  removal  of  the  over¬ 
burden  or  waste  top  rock  where 
it  occurs  on  top  of  the  Oolitic 
stone  ledge. 

The  building  stone  is  then 
quarried  by  what  is  known  as 
the  channeling  process.  Chan¬ 
nel  cuts  are  made  in  the  solid 
ledge  from  4  to  6  feet  apart  and 
from  8  to  1  2  or  even  1 4  feet  in 
depth.  These  cuts  may  be  of 
any  length  from  20  to  1 00  feet 
or  more,  according  to  the  length 
that  it  may  be  desired  to  quarry 
at  a  single  operation.  The  size 
of  these  huge  blocks  of  stone 
can  be  gained  by  a  comparison 
with  the  men  in  quarry  hole. 

This  remarkable  ledge  of 
limestone  is  from  40  to  over  70 
feet  in  depth  in  various  sections 
of  the  deposit,  all  of  reasonably 
fine,  close  grained  and  fairly 
uniform  texture,  thoroughly 


sound  and  possessing  every  desirable  structural  quality. 
There  is  no  appreciable  stratification;  the  stone  having 
a  remarkably  uniform  strength  in  all  directions,  is 
always  treated  as  a  freestone. 

In  the  lower  view,  steam 
channeling  machines  are  shown. 
The  larger  illustration  shows 
a  view  in  a  large  quarry,  where 
both  steam  and  double  elec¬ 
tric  channeling  machines  are 
used.  The  upper  view  shows 
clearly  the  channel  cuts  that 
have  been  made  preparatory 
to  splitting  these  huge  blocks 
of  stone  from  the  quarry  ledge. 

Machinery  is  also  used 
throughout  for  the  sawing, 
planing,  turning  and  for  many 
of  the  cutting  operations  em¬ 
ployed  in  converting  these  huge 
rough  blocks  of  stone  into  the 
beautiful  cut  and  carved  mate¬ 
rial  for  school  and  college  build¬ 
ings.  This  industry  is  one  of 
the  most  highly  developed  and 
important  quarry  industries  in 
the  world,  the  stone  being 
shipped  from  its  central  loca¬ 
tion  in  the  southern  part  of 
Indiana,  to  the  cutting  plants 
for  work  in  all  sections  of  the 
country. 


Indiana  Limestone  Library 


4 


CLASSICS  BUILDING,  UNIVERSITY  OF  CHICAGO,  Chicago,  III.  SHEPLEY,  RUTAN  &  COOLIDGE,  Architects 


THE  USE  OF  STONE,  especially 
Indiana  Limestone  in  School  and 
College  buildings,  is  a  subject  of  prime 
importance  to  everyone  interested  in 
the  building  of  any  structures  for  edu¬ 
cational  purposes.  A  consideration  of 
the  materials  to  be  used  is  just  as  impor¬ 
tant  as  a  consideration  of  the  style,  or 
type,  of  design  to  be  employed. 

In  fact,  the  consideration  of  both 
these  factors  should  proceed  from  the 
inception  of  the  plans. 

When  considering  the  planning  of  a 
school,  whether  it  be  the  grade  school 
or  the  college  or  university  building, 
the  importance  of  the  building  itself  and 
its  lasting  impression  on  the  youthful 
mind  and  also  upon  the  character  of  the 
student  cannot  be  entirely  overlooked. 
In  fact  this  should  be  given  more  con¬ 
sideration  than  has  often  been  the  case. 


Architects  who  have  specialized  in 
school  buildings  and  school  boards  who 
have  studied  the  subject  during  the  last 
decade,  have  given  this  factor  in  the  prob¬ 
lem  a  lot  more  consideration  than  was 
formerly  the  custom.  See  statements  of 
Architects  quoted  on  pages  56  and  57. 

The  element  of  beauty  must  not  be 
overlooked  but  what  is  even  more  im¬ 
portant  is  the  element  of  truth.  Sound, 
worth-while  permanent  material,  intelli¬ 
gently  used  in  an  economical  way,  is  much 
more  important  than  applied  decoration 
in  any  form.  This  goes  hand  in  hand 
with  a  logical  treatment  of  the  design 
along  lines  that  are  expressive  of  the  pur¬ 
pose  and  character  of  the  structure,  as  a 
seat  of  learning,  a  result  never  satis¬ 
factorily  achieved  by  designs  that  were 
not  logical  or  appropriate  to  the  character 
of  an  educational  institution. 


5 


TUCK  HALL,  DARTMOUTH  COLLEGE,  Hanover,  N.  H. 

tiricn  waits  with  Buff  Indiana  Limestone  trim 


CHARLES  A.  RICH,  Architect 


GARRETT  BIBLICAL  INSTITUTE,  Evanston,  Ill.  HOLABIRD  &  ROCHE,  Architects 

An  interesting  example  of  the  use  of  Quarry-run  Indiana  Limestone  laid  up  as  a  smooth 
finish  Random  Ashlar.  See  pages  42  and  69  for  other  examples  of  this  class  of  wall  facing 


6 


Entrance  Bay  TECHNICAL  SCHOOL  for 
WINDSOR  &.  WALKERVILLE,  Ontario,  Canada 

CAMERON  &  RALSTON,  Architects 


The  building  must  have  dignity,  but 
at  the  same  time  this  should  always  be 
expressed  in  a  scholastic  way,  in  keep¬ 
ing  with  the  best  traditions  of  the  design 
of  educational  institutions,  in  order  to 
achieve  the  best,  most  logical  and  there¬ 
fore  most  satisfying  results. 

The  miniature  Court  House,  the  en¬ 
larged  residence,  or  the  factory  or  ware¬ 
house  type  of  school  building,  will  not 
serve  the  purpose  as  well  as  the  more 
appropriately  designed  structure,  and 
these  types,  unfortunately  prevalent  in 
some  sections  at  present,  are  doomed  to 
disappear  as  time  goes  on. 


Apart  from  the  character  of  the  build¬ 
ing  as  a  school  or  college,  there  is  also 
the  importance  of  these  buildings  as  civic 
assets  and  the  part  which  they  play  in 
giving  an  outward  expression  of  the 
civic  pride  of  the  community. 

Outside  of  the  home,  there  is  no 
other  class  of  building  in  which  the 
country  as  a  whole  is  so  vitally  inter¬ 
ested,  and  no  other  building  that  the 
community  as  a  whole  is  so  dependent 
upon  as  a  cradle  of  future  development 
and  growth. 

In  progressive  localities,  the  planning 
and  equipment  of  these  buildings  is  no 
longer  entrusted  to  the  inexperienced. 
The  best  trained  specialists  are  now 
quite  generally  employed. 


Entrance  Bay  W.  H.  BALLARD  SCHOOL,  Hamilton,  Canada 
WARREN  &  McDONNELL,  Architects 


7 


LIBERAL  ARTS  BUILDING,  UNIVERSITY  OF  COLORADO,  Boulder,  Col.  DAY  &  KLAUDER,  Architects 


The  two  buildings  on 
this  page  provide  an  inter¬ 
esting  contrast  in  the  use 
of  Indiana  Limestone 
trim  with  walls  of  local 
stone. 

The  upper  building, 
designed  in  the  Italian 
style,  has  walls  of  a  split 
local  stone  laid  up  in  a 
very  rugged  manner,  ap¬ 
propriate  to  the  locality. 

The  lower  building, 
showing  an  interesting 
Gothic  treatment,  has 
walls  faced  with  a  slaty- 
shale,  varying  in  color 
tones  of  gray,  green,  blue 
and  brown. 

In  both  instances  a 
delightful  contrast  is  pro¬ 
vided  by  the  light  color- 
tone  of  the  Limestone 
trim. 


On  the  opposite  page 
two  fine  school  buildings 


A  WING  of  the  RESIDENCE  HALLS  at  CORNELL  UNIVERSITY, 
Ithaca,  N.  Y.  DAY  &.  KLAUDER,  Architects 

See  page  20  for  other  views  of  this  group 


of  classical  style  are  illus¬ 
trated,  showing  an  inter¬ 
esting  contrast  between 
the  two  types  of  wall 
construction. 

The  upper  building 
having  brick  walls  with 
all  of  the  architectural 
embellishments,  including 
columns,  entablature  and 
cornice,  and  the  door  and 
window  trim,  lintels,  etc., 
of  Indiana  Limestone. 
The  lower  building,  which 
is  an  all  INDIANA  LIME¬ 
STONE  structure,  is  an 
exceptionally  fine  example 
of  classic  style  high  school 
building. 

These  two  buildings 
also  show  an  interesting 
contrast  between  a  three- 
story  colonnade  without 
base  and  a  two-story 
“order”  set  above  a  base¬ 
ment  story. 


8 


ft 


SOCIAL  SCIENCE  BUILDING,  UNIVERSITY  OF  NEBRASKA,  Lincoln,  Neb.  COOLIDGE  &  HODGDON,  Architects 

Brick  1 vails  with  architectural  members  of  Indiana  Limestone 


EAST  HIGH  SCHOOL,  Des  Moines,  Iowa  PROUDFOOT,  BIRD  &.  RAWSON,  Architects 

Built  of  Buff  Indiana  Limestone 


These  specialists  know  from  their 
experience,  the  true  value  and  economy 
of  the  best  materials  but  unfortunately, 
the  shortage  of  school  accommodations 
and  the  apparent  need  for  lowest  cost 
will  sometimes  influence  school  boards 
to  require  architects  to  specify  cheap 
substitute  materials  that  are  always 
more  or  less  unsatisfactory  in  the  long  run. 


If  there  is  any  building  that  is  perma¬ 
nent  in  the  scheme  of  our  social  fabric, 
it  is  the  school.  Therefore,  it  is  of  the 
utmost  importance  that  only  truly  per¬ 
manent  materials  be  used,  material  that 
will  not  only  last  but  age  gracefully  and 
give  to  the  building  a  hallowed  appear¬ 
ance,  a  mellow  age,  free  from  shabbiness 
and  the  inevitable  effects  of  time  on 


9 


DETAIL  VIEW  of  COMMERCE  AND  FINANCE  BUILDING 
INDIANA  UNIVERSITY,  Bloomington,  Ind. 

ROBERT  FROST  DAGGETT,  Architect 


DETAIL  VIEW  of  EADS  HALL,  WASHINGTON  UNIVERSITY,  St.  Louis,  Mo.  COPE  &  STEWARDSON,  Architects 

See  Views  of  other  buildings  at  this  University  on  pages  26  and  46 


On  this  page,  two 
interesting  examples  of 
the  use  of  INDIANA 
Limestone  trim  for 
buildings  of  Collegiate 
Gothic  style  are  shown. 

The  upper  building 
has  walls  built  of  rock- 
face  Random  Rubble  of 
brownish  pink  granite 
with  cut  trim  of  Buff 
Indiana  Limestone. 

The  lower  building 
has  walls  faced  with  a 
Random  Ashlar  having 
irregular  end  joints,  laid 
up  of  the  rough-sawed 
“Quarry-run”  Limestone, 
with  the  cut  trim  of  Buff 
Indiana  Limestone. 


Another  view  of  the 
Commerce  and  Finance 
building  is  illustrated  on 
page  12,  showing  this 
style  of  design  in  con¬ 
trast  to  one  of  Colonial 
or  Georgian  classical 
style,  having  brick  walls 
with  the  basement  story, 
portico  and  all  trim  of 
Indiana  Limestone. 
Other  examples  of  the  use 
of  the  rough-sawed  finish 
“Quarry-run”  INDIANA 
Limestone  Random 
Ashlar  work  are  shown  on 
pages  28  and  42,  and  by 
frontispiece  on  page  2. 


10 


the  less  permanent  manufactured  sub¬ 
stitutes  for  natural  stone  facing  or  trim 
for  walls  of  school  and  college  buildings. 

Unlike  the  commercial  structure;  the 
hotel,  the  bank,  or  apartment  building; 
the  school  is  seldom  torn  down  and 
replaced  by  a  more  modern  structure. 

At  best  they  are  remodeled  on  the 
interior  by  the  installation  of  better 
and  more  up-to- 
date  sanitary  and 
mechanical  equip¬ 
ment.  Many  of 
the  schools  built 
forty  and  fifty 
years  ago  are  still 
in  use  and  many 
of  the  colleges 
built  a  hundred 
years  and  more  are 
still  doing  good 
service.  There  is 
no  objection  to 
this,  so  long  as  the 
buildings  are  both 
well  designed  and 
properly  built ;  the 
interiors  appro¬ 
priately  renovated 
and  the  equipment 
replaced  from  time 
to  time,  in  order 
that  the  sanitary, 
lighting  and  heat¬ 
ing  equipment  be 
kept  up  to  date 
with  the  develop¬ 
ment  of  these  very 
necessary  conven¬ 
iences,  that  are  es¬ 
sentially  impor¬ 
tant  features  of  all  school  buildings. 

The  exterior,  however,  cannot  be 
changed  to  any  extent  and  it  should  be 
as  nearly  right  in  the  first  place  as  it  is 
possible  to  make  it.  Stone  or  an  appro¬ 
priate  combination  of  stone  and  brick 
are  unquestionably  the  best  materials 
for  this  purpose. 


The  school  with  frame  walls  was  only 
a  makeshift  and  is  no  longer  considered 
except  in  small  rural  locations,  but  even 
there  a  building  with  masonry  walls  is 
most  desirable,  both  on  account  of  the 
fire  hazard,  and  on  the  score  of  ultimate 
economy.  The  cost  of  heating,  paint¬ 
ing,  repair  and  other  maintenance  items 
will  in  a  comparatively  short  period 

of  years  show  a 
saving  in  favor  of 
the  more  perma¬ 
nent  masonry 
structure. 

The  desira¬ 
bility  of  using 
stone  wherever 
possible  for  edu¬ 
cational  buildings, 
is  attested  by  the 
preference  given 
to  this  material 
over  centuries  of 
time,  ever  since 
learning  became 
an  established  fac¬ 
tor  in  the  develop¬ 
ment  of  the  human 
race.  If,  for  no 
other  reasons,  the 
use  of  stone  is  de¬ 
sirable  to  give  a 
certain  scholastic 
character  and  dig¬ 
nity  to  school  and 
college  buildings. 

From  time  im¬ 
memorial  the  prin¬ 
cipal  seats  of  learn¬ 
ing  have  been  as¬ 
sociated  withbuild- 
ings  of  stone,  as  there  is  no  other  ma¬ 
terial  so  appropriate  as  this  natural 
product,  which  forms  the  basic  struc¬ 
ture  and  foundation  of  the  earth  itself, 
standing  for  strength,  solidity,  perma¬ 
nence,  honesty  and  structural  integrity, 
all  of  which  are  attributes  on  which 
our  educational  system  is  based. 


Entrance  Bay  SMITH  HALLS  QUADRANGLE 
HARVARD  UNIVERSITY,  Cambridge,  Mass. 

SHEPLEY,  RUTAN  &  COOLIDGE,  Architects 


11 


MASSACHUSETTS  COLLEGE  OF  PHARMACY,  Boston,  Mass.  KILHAM  &  HOPKINS,  Architects 

Brick  u>alls  with  BuJ)  Indiana  Limestone  trim 


COMMERCE  &.  FINANCE  BUILDING,  INDIANA  UNIVERSITY,  Bloomington,  Ind.  ROBERT  FROST  DAGGETT,  Architect 

Random  Ashlar  field  work  of  walls  built  of  sawed  Quarry-run  Indiana  Limestone,  with  trim  of  the  Buff  Limestone 

The  two  buildings  illustrated  on  this  page  show  in  contrast  two  entirely  different 
styles  of  architectural  design,  and  types  of  construction;  see  descriptive  notes  on  page  10. 


12 


When  substitute  products  are  em¬ 
ployed,  the  element  of  commercialism  is 
at  once  introduced  into  the  outward  ap¬ 
pearance  of  the  structure,  with  a  conse¬ 
quent  loss  of  dignity  and  character. 

The  all-stone  school,  originally  the 
highest  type,  is  still  the  most  satisfactory 
type.  The  only  one 
really  satisfactory 
substitute  is  the  brick 
school  with  sufficient 
stone  trim  to  provide 
the  medium  in  which  a 
suitable  expression  of 
an  appropriate  exterior 
architectural  design 
can  be  executed. 

There  is  no  mate¬ 
rial  more  suitable  and 
economical  for  this  pur¬ 
pose  than  Indiana 
Limestone,  and  at  the 
same  time  this  is  the 
most  readily  available 
in  all  sections  of  the 
country.  Often  a  local 
stone  may  be  used  to 
advantage  for  the  field 
of  the  walls  trimmed 
with  the  more  easily 
worked  Indiana  Lime¬ 
stone,  but  in  most  in¬ 
stances  an  entire  facing 
of  Indiana  Limestone 
will  be  found  to  be 
as  low  or  lower  in  cost, 
on  account  of  the 
machine  methods  that 
can  be,  and  are,  em¬ 
ployed  in  the  working 
and  quarrying  of  this  natural  stone. 

There  is  no  other  stone  that  is  so 
easily  and  so  economically  worked,  or 
in  which  the  most  elaborate  or  delicate 
detail  can  so  readily  be  executed,  and  for 
that  reason  no  other  stone  so  satisfactory 
for  architectural  trim,  as  well  as  for  the 
facing  of  walls  built  of  brick,  hollow  tile, 
concrete,  or  any  other  form  of  masonry. 


In  Indiana  Limestone  the  architect 
or  school  builder  of  today  has  available 
in  unlimited  quantity  a  better  stone 
than  was  used  by  the  Pharoahs  of 
Egypt  in  the  building  of  their  Pyramids 
and  Temples,  a  better  stone  than  was 
used  by  King  Solomon  for  his  famous 

Temple,  and  a  better 
stone  than,  much  of  the 
stone  employed  by  the 
Gothic  builders  in  the 
building  of  the  many 
beautiful  Cathedrals  of 
Europe ;  with  the  further 
advantage  of  low  cost 
due  to  the  most  modern 
and  economical,  mach¬ 
ine-production  methods 
that  are  employed. 

It  is  not  necessary 
to  put  at  work  a  great 
multitude  of  stone  cut¬ 
ters,  hewing  out  stones 
and  shaping  them  for 
their  position  in  the 
building  at  tremendous 
expenditure  of  ordinary 
hand  labor.  Skill  has 
devised  many  methods 
of  putting  steam  and 
electric  power  and  com¬ 
pressed  air  to  these 
tasks,  leaving  only  the 
final  work  of  the  cutter 
and  carver  to  be  done 
by  hand,  generally  with 
the  aid  of  the  modern 
air-hammer. 

Today  all  of  the  saw¬ 
ing,  turning,  shaping, 
moulding  and  other  rough  work  is  done 
by  machine,  including  even  the  rough¬ 
ing  out  of  carved  detail  for  the  cutters 
and  carvers;  which  is  done  by  various 
machine  processes ;  leaving  only  the  fin¬ 
ished  cutting  and  sculptured  ornament 
to  be  executed  by  hand.  Many  of  the  so- 
called  “hand  finishes”  on  plain  surfaces, 
are  now  executed  entirely  by  machine. 


DETAIL  of  FRONT  ELEVATION,  NORTH 
DALLAS  HIGH  SCHOOL,  Dallas,  Texas 

WILLIAM  B.  ITTNER,  Architect 


13 


1 

HUNTER  NORMAL  COLLEGE,  New  York  City 

Built  of  Buff  Indiana  Limestone 


C.  B.  J.  SNYDER,  Architect 


It  has  tritely  been  said  that  all  useful  things  should  be  beautiful.  When 
the  exteriors  of  useful  structures  are  executed  in  Indiana  Limestone  ac¬ 
cording  to  any  design  appropriate  to  the  type  and  character  and  locality  of 
the  particular  structure,  they  are  always  beautiful.  The  beautiful  light 
color-tones  and  interesting  texture  of  this  fine  natural  product  insure  that 
result  to  all  users  of  The  Nations  Building  Stone,  truly  The  Aristocrat 
of  Building  Materials. 


14 


The  work  of  the  stone  cutter  and 
carver  has  thus  been  lifted  from  the 
class  of  arduous  toil,  and  the  skilled 
mechanic  in  these  trades  made  more  of 
an  artist-artisan  who  places  the  final 
and  distinctive  touch  of  hand  work  on 
the  product;  the  touch  that  is  so  neces¬ 
sary  to  give  to  the  stone  that  life  and 
beauty  of  hand  execution  that  can  never 
be  given  to  a  product  either  executed 
and  finished  wholly  by  machine,  or  cast 
in  a  mould.  There  still  remains  in  all 
of  the  best  work  of  today  that  human 
touch  of  the  artist  that  existed  in  the 
finest  work  of  all  time. 

The  masons  of  the  Pharoahs  of 
Egypt,  the  masons  of  Classic  Greece 


PORTICO,  HAMILTON  TECHNICAL  INSTITUTE 
Hamilton,  Ontario,  Canada 

WITTON  &  WALSH,  Architects 


PORTICO,  EAST  WATERLOO  HIGH  SCHOOL 
Waterloo,  Iowa 

M.  B.  CLEVELAND,  Architect 


and  of  Rome,  the  great  Gothic  and 
Renaissance  builders,  all  left  the  im¬ 
print  of  their  personality  on  the  work 
of  those  times  and  so  do  the  cutters  and 
carvers  of  today,  no  matter  how  close 
the  models  of  the  architect-designer 
may  be  followed.  Thus,  living  works 
that  are  worthy  of  the  age  and  of  the 
people,  are  continually  being  executed 
both  to  serve  the  needs  of  mankind  and 
to  delight  the  eye  as  well. 

Many  of  the  numerous  fine  Indiana 
Limestone  school  and  college  buildings 
illustrated,  will  exemplify  this  fact. 


15 


KENT  CHEMICAL  LABORATORY  SHEPLEY,  RUTAN  &  COOLIDGE,  Architects 


~n~m 


TTTTS 


p( 


tunk 


RYERSON  PHYSICAL  LABORATORY  SHEPLEY,  RUTAN  &.  COOLIDGE,  Architects 

Two  of  the  fine  group  of  Indiana  Limestone  Buildings  at  the  University  of  Chicago 
For  Views  of  other  buildings  in  this  group  see  pages  5,  22,  29,  39,  60  and  69 


16 


It  is  an  interesting  coincidence  that 
in  accordance  with  the  Biblical  and 
Masonic  traditions  of  the  building  of 
King  Solomon’s  Temple,  the  stone  was 
all  cut  and  finished  ready  for  setting 
at  the  quarries  and  was  transported 
in  the  finished  state  to  the  building  site, 
in  this  respect  similar  to  the  prevailing 
method  employed  at  the  present  time 
in  the  Indiana  Limestone  industry  for 
all  types  of  buildings,  including  schools 
and  colleges.  The  limestone  is  usually 
cut  and  finished, 
including  all  of 
the  carving  and 
sculptured  work 
in  its  complete 
form,  according  to 
the  architect’s 
detail  drawings, 
ready  for  erection 
at  the  building, 
either  at  the  cut 
stone  mills  locat¬ 
ed  in  the  quarry 
district,  or  at  the 
cut  stone  plants 
which  are  located 
in  nearly  every 
large  city. 

With  highly 
developed  mach¬ 
ine  production 
at  both  points, 
there  is  no  delay 
awaiting  the  cut¬ 
ting  of  stone,  such 
as  there  was  with 
the  old  slow  hand-cutting  method.  The 
stone  required  for  the  largest  operation 
can  invariably  be  quarried,  be  cut  and 
delivered  at  the  building  site  before  the 
excavation,  foundation  and  other  work 
preparatory  to  the  erection  of  the  super¬ 
structure,  can  be  completed. 

Any  replacements  needed  through 
breakage  can  promptly  be  obtained, 
there  is  no  delay  in  waiting  for  a 
new  piece  to  be  manufactured. 


Beauty  of  form  as  well  as  of  orna¬ 
ment  can  more  readily  be  imparted  to 
structures  faced  or  trimmed  with  Indiana 
Limestone  than  when  built  of  any  other 
material.  This  is  a  satisfying  beauty 
that  one  does  not  tire  of,  a  beauty  that 
is  permanent  because  the  structure  built 
of  this  material  ages  so  gracefully  with 
the  passing  years. 

The  only  effect  of  time  is  to  enshrine 
the  building  with  a  hallowed  aspect  of 
mellowed  beauty,  free  from  the  shabby 

appearance  inevi¬ 
tably  acquired  by 
less  enduring  man¬ 
made  substitutes. 

Apart  from  its 
use  for  all -stone 
faced  buildings 
and  cut  stone  trim, 
there  are  certain 
grades  of  Indiana 
Limestone  such  as 
the  Variegated, 
the  “QDlh 

Quarry-run  and 
Rustic  that  can 
be  used  to  advan¬ 
tage  in  the  rough- 
sawn  form  for 
masonry  work, 
as  later  described, 
especially  for  the 
masonry  filling  in 
of  the  field  work 
of  walls,  that  are 
trimmed  with  Cut 
Stone  produced 
from  one  of  the  regular  grades  of 
Indiana  Limestone. 

When  the  stone  is  used  in  that  manner 
it  is  often  possible  to  obtain  a  beautiful, 
dignified  all-stone-faced  structure  at  ap¬ 
proximately  the  same  cost  as  for  one 
having  the  walls  faced  with  brick  and 
trimmed  with  Limestone.  Examples  of 
this  form  of  construction  are  illustrated 
on  pages  2, 6, 12  and  28.  This  method  of 
use  is  further  described  on  pages  33-35. 


Central  Bay  of  GORE  HALL  DORMITORY  at  HARVARD 
UNIVERSITY,  Cambridge,  Mass. 

SHEPLEY,  RUTAN  &  COOLIDGE,  Architects 


17 


Detail  View  of  CENTRAL  PAVILION  of  this  Handsome  Group  of  INDIANA  LIMESTONE  Buildings 


18 


CENTRAL  COURT  and  ADMINISTRATION  BUILDING 


WELLES  BOSWORTH,  Architect 


Two  Views  of  Ike  Massachusetts  Institute  of  Technology,  Cambridge,  Mass.  One  of  the  finest  groups  of  Indiana  Limestone  College  Buildings  of  classic  Grecian  design. 
Compare  these  With  the  Gothic  design  buildings  forming  the  equally  handsome  group  of  entirely  different  character,  at  Chicago  University,  shown  on  pages  5,  22  and  69 


THROUGHOUT  all  ages  the  great 
seats  of  learning  have  always  been 
housed  in  monumental  structures,  usual¬ 
ly  either  built  of,  or  profusely  trimmed 
with  natural  stone.  (Seepage 48) 

This  custom  has  prevailed  in  nearly 
all  countries  and  to  such  an  extent  that 


the  very  idea  of  higher  learning  has 
become  associated  with  venerable  old 
stone  buildings,  mellowed  with  time  and 
hallowed  alike  by  the  personalities  of 
the  great  men  who  taught  there  and 
the  equally  great  scholars  that  were 
turned  out  as  a  result  of  their  teaching. 


19 


BAKER  TOWER  and  RESIDENCE  HALLS,  at  CORNELL  UNIVERSITY 


DAY  &  KLAUDER,  Architects 


BOLDT  HALL,  CORNELL  UNIVERSITY,  Ithaca,  N.  Y.  DAY  &.  KLAUDER,  Architects 


A  Very  handsome  group  of  dormitories,  hating  walls  of  shale  with  Buff  Indiana  Limestone  trim 
The  somewhat  similar  style  Princeton  University  building  on  opposite  page  has  Walls  of  local  ledge  stone  with  Limestone  trim 


20 


WESLEY  FOUNDATION  BUILDING,  UNIVERSITY  OF  ILLINOIS,  Urbana,  Ill.  HOLABIRD  &  ROCHE,  Architects 

Built  entirely  of  Indiana  Limestone 


PYNE  HALL,  PRINCETON  UNIVERSITY,  Princeton,  N.  J.  DAY  &  KLAUDER,  Architects 

Built  of  local  ledge  stone  with  Indiana  Limestone  trim,  see  detail  View  page  50 


Stone  was  used  wherever  possible  be¬ 
cause  in  the  execution  it  permitted  the 
use  of  a  style,  at  once  heroic  and  roman¬ 
tic,  dignified  and  venerable,  more  rich 
and  imposing  and  without  the  domestic 
quality  of  brick.  Every  effort  was  made 
to  give  these  educational  structures 
a  character  that  would  express  the  im¬ 


portance  of  their  function  and  serve  as 
a  lasting  inspiration  to  the  student  body. 
No  one  can  help  but  admire  these  mag¬ 
nificent  buildings,  magnificent  not  always 
in  point  of  size  or  scale,  but  in  the  ro¬ 
mantic  and  picturesque  irregularity  of 
carefully  studied  detail,  honest  crafts¬ 
manship  and  lasting  construction. 


21 


HUTCHINSON  HALL  and  MITCHELL  TOWER  at  UNIVERSITY  OF  CHICAGO  SHEPLEY,  RUTAN  &  COOLIDGE,  Architects 


f  ff 

rr 

m. 

jPT 

*  4,  • 

m 

HARPER  MEMORIAL  LIBRARY,  UNIVERSITY  OF  CHICAGO,  Chicago,  III.  COOLIDGE  &.  HODGDON,  Architects 

Two  beautiful  examples  of  Gothic  design  in  the  fine  group  of  Indiana  Limestone 
Buildings  at  that  UniOersity.  Other  buildings  are  shown  on  pages  5,  16,  39,  60  and  69 


22 


LIBRARY  BUILDING,  COLUMBIA  COLLEGE,  New  York  City 

Considered  by  some  Lhe  masterwork.  oj  this  great  firm  of  designers 


McKIM,  MEAD  &  WHITE,  Architects 


LANDELL  HALL,  LAW  SCHOOL  at  HARVARD  UNIVERSITY,  Cambridge,  Mass.  COOLIDGE  &  SHATTUCK,  Architects 

The  buildings  illustrated  on  this  and  opposite  pages  shou)  in  contrast  fine  examples  of 
Gothic  and  Classical  Style  College  buildings,  built  entirely  of  Indiana  Limestone 


They  serve  today  as  the  inspiration 
for  some  of  the  best  work  of  our  most 
able  architects  who  specialize  in  school 
and  college  work  and  quite  rightly  so, 
as  they  constitute  worth  while  examples 
of  good  style  and  a  worthy  tradition  on 
which  to  base  the  design  of  the  modern 
school  or  college  building. 


In  America,  where  the  latest  develop¬ 
ment  of  the  modern  free  state  and  mu¬ 
nicipal  educational  systems  have  taken 
place,  there  is  also  to  be  found  a  most 
interesting  development  from  its  earliest 
humble  beginning  to  the  more  perma¬ 
nent  and  beautiful  school  buildings  of  the 
present  time. 


23 


»sa 


W.  H.  BALLARD  SCHOOL,  Hamilton,  Ontario,  Canada  WARREN  &.  McDONNELL,  Architects 

Built  of  Red  Brick  with  Buff  Indiana  Limestone  trim 


f 

E 

!•*! 

ABINGTON  HIGH  SCHOOL,  Philadelphia,  Pa. 

Built  of  local  ledge  stone  with  Indiana  Limestone  trim 


HEACOCK  &.  HOK1NSON,  Architects 


24 


SCHENLEY  HIGH  SCHOOL,  Pittsburgh,  Pa.  EDWARD  STOTZ,  Architect 

An  example  of  Indiana  Limestone  School,  with  smooth-rubbed  finish 


FARRAGUT  SCHOOL,  Joliet,  III.  J.  D.  CHUBB,  Architect 


The  American  colonist  finding  timber 
plentiful  and  to  be  had  for  the  clearing 
of  the  land,  built  largely  of  frame  con¬ 
struction,  but  as  the  cities  were  estab¬ 
lished,  masonry  construction  was  used 
for  schools  wherever  it  was  feasible, 
both  on  account  of  the  importance  given 
to  these  buildings  and  on  account  of  the 


fire  hazard.  Still  these  buildings  had 
to  be  low  in  cost,  the  country  was  not 
wealthy  then  and  there  was  not  enough 
money  to  build  more  lavishly,  and  in 
consequence,  the  little  red  brick  school 
became  a  familiar  object  in  the  cities 
and  even  on  the  more  or  less  rural 
landscape. 


25 


NORTH  BUILDING,  WASHINGTON  UNIVERSITY,  St.  Louis,  Mo.  COPE  &  STEWARDSON,  Architects 

Roc  kf ace  Granite  Walls  With  Indiana  Limestone,  trim;  see  description  on  page  10 


PHYSICS  BUILDING,  UNIVERSITY  OF  IOWA,  Iowa  City,  Iowa  PROUDFOOT,  BIRD  &.  RAWSON,  Architects 

One  of  the  fine  all  Indiana  Limestone  buildings  at  Iowa  State  College;  See  other  buildings  illustrated  on  pages  27,  31,  38  and  75 


GYMNASIUM,  INDIANA  UNIVERSITY,  Bloomington,  Ind. 


ROBERT  FROST  DAGGETT,  Architect 


Wall  of  rockfacc  Indiana  Limestone  with  smooth  finish  trim 


26 


SCHOOL  OF  ENGINEERING  BUILDING,  IOWA  STATE  COLLEGE,  Ames,  Iowa 

Built  entirely  of  Indiana  Limestone 


PROUDFOOT,  BIRD  &  RAWSON,  Architects 


Here  and  there  where  local  stone  was 
available,  it  was  used  as  masonry  in 
a  simple  manner  with  little  or  no  elabor¬ 
ation  in  the  way  of  cut  stone.  In  fact 
the  cornices,  entrance  features  and  other 
trim  of  both  brick  and  stone  schools  of 
that  early  period  were  generally  of  wood. 


With  the  rapid  growth  of  the  new 
country,  more  and  still  more  schools 
were  necessary.  There  was  never  any 
money  for  really  fine  structures  and  in 
consequence  the  plain  factory-like  school 
of  brick  came  into  being  and  still  re¬ 
mains  in  use  in  a  great  many  localities. 


LIBRARY  BUILDING,  BOWDOIN  COLLEGE,  Brunswick,  Maine 

Gothic  style  College  Library  with  Brick,  and  Indiana  Limestone  walls 


HENRY  VAUGHAN,  Architect 


27 


gPi'Cf 


MAIN  BUILDING,  EVANSVILLE  COLLEGE,  Evansville,  Ind.  MILLER,  FULLENWIDER  &  DOWLING,  Architects 

An  example  of  the  rough-sawed  Quarry-Run  Indiana  Limestone  laid  up  as  a  Random  Ashlar  With  irregular  broken  end  joints 


LANGLEY  HIGH  SCHOOL,  Pittsburgh,  Pa. 

Walls  of  rockface  sandstone  with  Rustic  Indiana  Limestone  trim 
These  two  buildings  show  an  interesting  comparison  of  rough-sawed  Limestone  Random  Ashlar  and  sandstone  Rubble  Work 


McCLURE  &.  SPAHR,  Architects 


28 


f 

4* 

i 


SCHOOL  OF  EDUCATION  BUILDING,  UNIVERSITY  OF  CHICAGO,  Chicago,  Ill.  SHEPLEY,  RUTAN  &  COOLIDGE,  Architects 


Happily  with  the  continued  prosper¬ 
ity  and  the  accumulation  of  wealth 
more  attention  was  paid  to  the  cultural 
side  of  our  countries  development.  A 
greater  interest  in  art  and  the  artistic 
developments  in 
all  lines  of  activity 
soon  developed, 
and  along  with 
this,  more  atten¬ 
tion  was  paid  to 
the  appropriate 
design  of  school 
buildings.  Today 
most  of  theordin- 
ary  grade  schools 
are  designed  with 
the  idea  of  some 
distinctive  and 
appropriate  archi¬ 
tectural  expres- 
sion:-Colonial, 

Collegiate  Gothic, 

Classic,  Western,  or  whatever  it  may  be, 
this  calls  for  the  use  of  a  medium  in 
which  the  architectural  elements  and 
ornamental  detail  can  be  executed.  For 
that  purpose  there  is  no  material  more 


suitable,  more  lasting  and  durable  or 
more  economical  in  the  long  run  than 
Indiana  Limestone.  Hence,  the  very 
extensive  use  of  this  material  for  the 
trim  of  brick  walls,  of  all  better  class 

school  buildings, 
as  shown  by  the 
numerous  fine 
examples  of  brick 
trimmed  grade, 
high  school  and 
college  buildings 
that  are  illustrated 
in  this  volume. 

This  combina¬ 
tion  is  a  most 
pleasing  one  as  the 
color-tones  of  this 
stone  blend  well 
with  light  colored 
buff  or  grey  brick, 
just  as  they  give  a 
most  delightful 
contrast  to  the  ordinary  red  brick,  or 
to  the  brown  or  reddish  brown  and 
other  darker  colored  brick,  that  are  so 
frequently  used  for  the  walls  of 
school  and  college  buildings. 


GRADE  SCHOOL  at  Baldwin,  N.  Y. 

TOOKER  &  MARSH,  Architects 
The  two  buildings  illustrated  on  this  page,  show  the  two  extremes  of  the 
Wide  range  of  use  for  Indiana  Limestone  in  school  and  college  buildings; 
the  upper  View  a  handsome  all-stone,  college  building  and  the  lower  View  a 
small  semi-rural  brick  school  made  attractive  with  Indiana  Limestone  trim. 


29 


ELIZA  FOWLER  ASSEMBLY  HALL,  PURDUE  UNIVERSITY,  La  Fayette,  Ind.  VONNEGOT  &  BOHN,  Architects 

Indiana  Limestone  in  combination  with  Brick,  and  Terra  Cotta 


PATTON  GYMNASIUM,  NORTHWESTERN  UNIVERSITY,  Evanston,  Ill.  GEORGE  W.  MAHER,  Architect 


An  example  of  the  adaptability  of  Indiana  Limestone  in  the  execution  of  a  somewhat  unusual,  so-called  Western  type  of  design 

The  designer  or  sculptor  is  not  hampered  with  a  restricted  medium  when 
Indiana  Limestone  is  used.  There  is  no  other  material  in  which  all  types  of  Archi¬ 
tectural  treatment  and  all  classes  of  sculptured  detail  and  ornament  can  so  readily 
be  executed  with  most  satisfying  results.  Indiana  Limestone  enables  the  designer  or 
sculptor  to  put  whatever  class  of  feeling  into  the  work,  that  he  may  desire. 

The  Nation’s  Building  Stone 


30 


The  best  European  traditions  have 
been  more  closely  followed  in  American 
college  buildings,  than  in  schools.  Some 
of  the  earlier  colleges  were  built  of  brick, 
but  stone  has  been  extensively  employed 
in  most  of  later  colleges,  at  least  for 
trim,  if  not  for  the  entire  facing  of  the 
walls.  Numerous  examples  of  both  all 
Indiana  Limestone  college  buildings  and 
of  the  many  buildings  trimmed  with  this 

See  Historic  Notes  on  edu 


stone  are  illustrated  in  this  volume.  The 
fine  all-stone  group  of  the  Chicago 
University  is  one  of  the  most  notable 
and  consistent  examples,  illustrated  on 
pages  5,  16,  22,  39,  60  and  69. 

Yale,  Princeton,  Cornell  and  Iowa  are 
other  good  examples,  showing  both  all 
Indiana  Limestone  buildings  and  the 
use  of  this  material  as  trim  for  walls 
built  of  local  ledge  stone. 

onal  development,  page  48 


ADMINISTRATION  BUILDING,  IOWA  STATE  COLLEGE,  Ames,  Iowa  PROUDFOOT,  BIRD  &  RAWSON,  Architects 


McKINLEY  HIGH  SCHOOL,  Chicago,  Ill. 

* 


MUNDIE  &  JENSEN,  Architects 


Buff  Brick  Vlith  Indiana  Limestone  (rim 


31 


EAST  HIGH  SCHOOL,  Columbus,  Ohio  HOWELL  <&.  THOMAS,  Architects 

Fine  example  of  modern  school  built  entirely  of  Indiana  Limestone 

The  higher  type  of  all-stone  school  patterned  more  after  the  college  building,  is 
coming  into  more  general  use,  especially  for  high  schools  and  other  important  schools 
that  form  a  part  of  a  civic  center  or  monumental  city  plan. 


OMAHA  HIGH  SCHOOL,  Omaha,  Neb. 


CHEMISTRY  BUILDING,  CORNELL  UNIVERSITY,  Ithaca,  N.  Y.  GIBB  &  WALTZ— DAY  &  KLAUDER,  Associate  Architects 

Walls  built  of  local  shale  with  Variegated  Indiana  Limestone  trim 


Built  entirely  of  Indiana  Limestone 


JOHN  LATENSER  &.  SONS,  Architects 


32 


MAIN  BUILDING,  UNIVERSITY  OF  TENNESSEE,  Knoxville,  Tenn.  MILLER,  FULLENWIDER  &  DOWLING,  Architects 

Compare  this  stone  trimmed  brick,  building  and  tower  with  the  all-stone  Random  Ashlar  building  at  EoansCille  College  shown  on  page  28  and  frontispiece  page  2 

Both  buildings  are  of  somewhat  similar  design,  by  the  same  Architects 


HIGHLAND  PARK  HIGH  SCHOOL,  Highland  Park,  (Detroit)  Mich.  W.  D.  BUTTERFIELD,  Architect 

The  two  buildings  on  this  page  show  an  interesting  comparison  between  the  use  of  local 
stone  and  brick  for  field  Work  of  Walls,  in  combination  with  Indiana  Limestone  trim 


VERY  RECENT  development  in 
the  use  of  Indiana  Limestone 
which  gives  to  the  school  or  college  build¬ 
er  a  wider  choice  in  the  selection  of 
stone  and  in  the  general  character  of 
the  exterior  treatment  as  well,  is  the 
rough-sawed  “GDlfr  (Sotljir,”  “Variegated,” 
“Rustic”  and  “Quarry-run,”  grades  of 
this  stone,  which  are  now  available  in 
sawed  strip  form  for  use  by  Masons. 

These  grades  employed  as  a  Random 
Ashlar  facing,  or  in  some  other  infor¬ 


mal,  or  irregular  coursed  ashlar  jointing 
scheme,  for  the  field  work  of  walls,  com¬ 
bined  with  the  Cut  Stone  trim  of  one  of 
the  regular  grades  of  Indiana  Limestone, 
make  possible  many  delightfully  appro¬ 
priate  masonry  effects,  that  are  neater 
and  more  clean-cut  than  any  ordinary 
form  of  rubble  or  rock-faced  Random 
Ashlar  of  local  field  or  ledge  stone.  At 
the  same  time  these  forms  of  wall  con¬ 
struction  are  not  so  formal  in  effect 
as  the  regular  coursed  Cut  Stone  ashlar. 


33 


DETAIL  VIEW  of  CENTRAL  HIGH  SCHOOL,  Minneapolis,  Minn.  W.  B.  ITTNER,  Architect 

View  of  Central  Bay  of  the  High  School  illustrated  on  page  6 2,  shouing  more  clearly  the 
Indiana  Limestone  Quoins,  window  trim,  parapet,  entrance  arcade  and  balustrades 


34 


Entrance  Bay  NORTH  DALLAS  HIGH  SCHOOL,  Dallas,  Texas  W.  B.  ITTNER,  Architect 

Showing  the  finely  carted  Indiana  Limestone  trim  of  Central  Bay  and  Main  Entrance  feature  of  this  building 
Note  the  pleasing  contrast  of  the  light  colored  Limestone  and  the  Brickwork,  laid  in  Flemish-bond  with  a  light  color  mortar 


This  rough-sawed-four-side  material 
also  places  the  all-stone  faced  school 
within  the  range  of  moderate  cost 
school  buildings.  Using  the  rough- 
sawed  “(@lh  Qkitljir”  Indiana  Limestone 
as  a  Random  Ashlar  or  as  Range  work, 
the  all-stone  school  may  now  be  built  at 
almost  the  same  cost  as  the  brick  faced 
school  with  trim  of  stone  or  terra  cotta. 


This  gives  the  Architect  and  School 
Board  a  wider  range  of  choice  in  select¬ 
ing  the  exterior  treatment,  especially 
for  grade  and  intermediate  schools, where 
formerly  the  all-stone  building  was  not 
always  considered  economically  advis¬ 
able,  regardless  of  how  desirable  it 
might  otherwise  be,  on  account  of  its 
location  and  the  condition  of  its  site. 


35 


EAST  WATERLOO  HIGH  SCHOOL,  Waterloo,  Iowa 


M.  B.  CLEVELAND,  Architect 


BLOOMINGTON  HIGH  SCHOOL,  Bloomington,  Ill.  A.  L.  P1LLSBURY,  Architect 

Two  distinctly  different  interesting  examples  of  Indiana  Limestone  trim 


The  fine  array  ot  school  and  college  buildings  illustrated  in  which  Indiana 
Limestone  has  been  employed,  should,  we  feel,  be  convincing  proof  of  the  fact  that 
this  stone  is  the  very  best  and  most  appropriate  material  to  use  at  least  for  the  trim 
of  educational  buildings  of  all  types,  and  for  the  entire  facing  of  the  walls  wherever 
the  design,  location  and  condition  of  site  make  it  desirable,  and  whenever  the  funds 
permit  it  to  be  employed  to  that  extent.  In  either  way  it  is  always  real  economy 
to  use  Indiana  Limestone  regardless  of  any  moderate  increase  in  the  cost. 

The  Aristocrat  of  Building  Materials 


HIGH  SCHOOL,  Waterloo,  Iowa 


W.  B.  ITTNER,  Architect 


RIVERSIDE  HIGH  SCHOOL,  Milwaukee,  Wis. 


VAN  RYN  &  DE  GELLEKE,  Architects 


Examples  of  this  informal  class  of 
work,  using  the  rough-sawed  “Variega¬ 
ted”  Okrtljir”  or  “Quarry-run,” 

grades  of  stone  for  the  wall  facing,  are 
shown  by  the  buildings  illustrated  on 
pages  2,  6,  12  and  28.  The  examples  of 
Random  Ashlar  facing  shown  on  pages  42 
and  69,  while  not  built  from  these  grades, 


are  similar  in  treatment  and  general  ef¬ 
fect,  excepting  that  in  these  buildings  the 
facing  being  produced  as  Cut  Stone,  is 
somewhat  more  accurately  jointed. 

With  Cut  Stone,  the  mortar  joint  is 
usually  only  X/Y  wide,  whereas  with  the 
rough-sawed  stone  masonry  a  joint  Yi' 
or  more  in  width  is  the  usual  practice. 


LIBERAL  ARTS  BUILDING,  UNIVERSITY  OF  IOWA,  Iowa  City,  Iowa  PROUDFOOT,  BIRD  &RAWSON,  Architects 

One  of  a  fine  group  of  Indiana  Limestone  buildings  at  this  University 


SCHOOL  OF  AGRICULTURE  BUILDING,  IOWA  STATE  COLLEGE,  Ames,  Iowa  PROUDFOOT,  BIRD  &.  RAWSON,  Architects 

One  of  the  equally  fine  group  of  Indiana  Limestone  buildings  at  this  College 


NATURAL  SCIENCE  BUILDING,  UNIVERSITY  OF  IOWA,  Iowa  City,  Iowa  PROUDFOOT,  BIRD  &.  RAWSON,  Architects 
Other  Indiana  Limestone  buildings  at  these  two  Iowa  Colleges  are  illustrated  on  pages  26.  27,  31  and  75 


38 


5 

* 

ft  ■ 

II 

1 

I 

t 

"1 

« 

GEOLOGICAL  BUILDING,  UNIVERSITY  OF  CHICAGO,  Chicago,  Ill. 


HOLABIRD  &  ROCHE,  Architects 


Showing  an  interesting  Variation  in  design  from  other  buildings  in  this  fine  Gothic  group 


Quite  a  few  substitutes  for  natural 
stone  have  been  and  are  constantly  being 
marketed.  This  is  only  natural  on 
account  of  the  extensive  demand  for  this 
material.  None  of  these  substitutes, 
however,  can  compete  in  the  way  of 
appearance  after  the  newness  has  worn 
off,  none  of  them  will  age  so  gracefully 
and  beautifully  as  Indiana  Limestone, 
or  present  such  a  rich  and  handsome 
appearance.  None  of  them  are  so  last¬ 
ing  and  durable,  or  possess  equal 
structural  merit. 

The  only  possible  argument  that  can 
be  advanced  for  their  use,  is  that  in 
point  of  first  cost,  they  are  cheaper. 
However,  even  that  does  not  always 
apply  and  in  the  long  run,  they  are  more 
expensive  and  very  much  less  satisfac¬ 
tory  both  in  appearance  and  weathering 


qualities.  Where  the  work  is  detailed 
with  reasonable  simplicity,  Indiana 
Limestone  on  account  of  the  machine 
production  methods  that  are  employed, 
will  cost  very  little  more  than  any  sub¬ 
stitute  for  it  that  could  be  used. 

Cheapness  in  first  cost  is  a  fallacy 
and  should  never  enter  into  the  con¬ 
sideration  of  an  exterior  material  for 
such  important  structures  as  school 
and  college  buildings. 

To  say  that  the  school  must  be 
sanitary  and  fireproof  and  well  lighted 
is  not  enough,  it  should  have  character 
and  be  beautiful  as  well.  The  school 
should  serve  as  an  inspiration  to  all 
builders  in  the  community,  which  is 
ever  an  appeal  for  better  and  more 
rational  school  building  designs,  better 
material  and  more  lasting  construction. 


39 


COLLEGE  OF  THE  IMMACULATE  CONCEPTION,  Brooklyn,  New  York 


G.  E.  STEINBACK,  Architect 


The  illustrations  of  the 
four  Catholic  Colleges  on  this 
page  and  on  pages  41,  42  and 
43  show  four  distinctly  differ¬ 
ent  types  of  construction. 

The  college  on  this  page 
is  of  French  transitional  Gothic 
style,  built  of  brick,  heavily 
trimmed  with  INDIANA  LIME¬ 
STONE. 

The  College  on  opposite 
page  41,  is  an  all  INDIANA 
Limestone  building  of  a 
beautifully  delicate  and  chaste 
English  adaption  of  a  Conti¬ 
nental  Scholastic  Gothic  type. 


The  College  on  page  42 
shows  an  adaption  of  the  more 
rugged  and  earlier  type  of 
Continental  Gothic,  having 
plain  walls,  built  of  a  sawed 
finish  Indiana  Limestone 
laid  in  a  style  of  Random 
Range  work. 

In  contrast  to  this  college, 
the  school  on  page  43  shows  a 
richly  carved  all  INDIANA 
Limestone  building  of  the 
decorated  French  Gothic  style. 

Each  of  these  buildings  are 
a  good  example  of  the  partic¬ 
ular  style  of  design. 

Entrance  Detail  CRESTON  JUNIOR  HIGH  SCHOOL 
Grand  Rapids,  Mich.  H.  H.  TURNER,  Architect 


40 


UNIVERSITY  OF  DETROIT  (Catholic),  Detroit,  Mich. 

See  description  on  opposite  page 


OSCAR  C.  GOTTESLEBEN,  Architect 


TNDIANA  LIMESTONE  as  a  build- 
JL  ing  material  embodies  all  of  those 
structural  characteristics  that  make  it 
the  most  desirable  material  to  use  for 
the  architectural  features  of  schools, 
whether  they  are  of  Collegiate  Gothic, 
either  simple  or  elaborated  Classic,  or  of 
quite  Modern  non-stylistic  design. 

The  use  of  a  beautiful  light  colored 
natural  stone  like  iNDiANALiMESTONEis 
always  an  assurance  of  permanent  good 
appearance  and  is  an  economy  in  the 
long  run,  even  where  its  use  involves  an 
appreciable  increase  in  the  first  cost  over 
manufactured  substitutes  for  stone. 

This  happily,  however,  is  not  the 
case,  as  in  most  localities  and  in  most 
instances,  with  the  average  run  of  school 


building  design,  this  fine  natural  stone 
can  be  obtained  almost  as  low  in  cost 
as  several  of  its  substitutes. 

The  School  Director,  Superintendent 
or  Building  Committeeman  cannot  over¬ 
look  the  fact  that  he  is  a  custodian  of 
the  public  funds  and  must  spend  them 
wisely.  Building  cheaply  to  fit  within 
an  inadequate  appropriation  seldom 
brings  credit  either  to  the  committee  or 
the  community.  Where  the  appropria¬ 
tion  is  obviously  inadequate  for  a  sub¬ 
stantially  built  structure  of  good  mate¬ 
rial,  it  is  best  to  build  properly  as  much 
of  the  building  as  possible  within  the 
limits  of  the  appropriation,  and  defer 
building  the  remaining  part  until 
additional  funds  are  available. 


41 


ROSARY  COLLEGE,  River  Forest,  Ill. 

An  interesting  example  of  range  work,  with  sawed  finish. 


C.  W.  KALLAL,  Architect 
RALPH  ADAMS  CRAM,  Associate 

See  notes  on  page  40 


THE  DETAILING  OF  CUT  STONE,  ASSOCIATION  SERVICE 


The  detailing  of  cut  stone  is  a  highly 
technical  matter  and  most  architects  are  glad 
to  avail  themselves  of  the  service  which  this 
Association  is  prepared  to  render,  where  a 
restudy  of  the  design  is  necessary,  in  order  to 
reduce  the  cost  of  the  structure  to  fit  within  an 
appropriation. 

If  any  further  information  on  any  subject 
pertaining  to  Indiana  Limestone  and  its  use 
for  school  or  college  buildings  is  desired,  or  if 
any  apparent  difficulty  should  arise  in  con¬ 


nection  with  the  use  or  proposed  use  of  this 
material,  a  communication  addressed  to  the 
Service  Bureau  of  this  Association  will  be 
appreciated. 

If  we  can  be  of  any  assistance  to  Architects 
or  School  Boards,  in  the  answering  of  any  tech¬ 
nical  or  other  questions,  helping  you  solve  any 
structural  or  other  building  problems  which 
may  arise,  or  by  supplying  further  copies  of 
any  other  literature,  please  consider  that  we 
are  at  your  command. 


INDIANA  LIMESTONE  QUARRYMEN’S  ASSOCIATION 
Service  Bureau,  P.  O.  Box  500,  Bedford,  Indiana 


42 


i  $ 

Ifc'wRT 

1 

1  O'1 

HL,-| 

ST.  EDMONDS  SCHOOL,  Chicago,  III. 


Built  of  Variegated  Indiana  Limestone 


H.  J.  SCHLACKS,  Architect 


Reducing  the  cost  by  eliminating  ap¬ 
propriate  stone  trim;  or  by  substituting 
less  permanent  and  satisfactory  mate¬ 
rial  therefor,  in  order  to  make  some 
little  reduction  in  the  aggregate  cost  of 
the  structure,  generally  gives  an  unsatis¬ 
factory  result  and  in  time  an  appearance 
which  the  committeeman  or  the  official 
in  charge,  will  not  be  proud  a  few  years 
later  to  acknowledge  he  was  partly  res¬ 
ponsible  for.  There  is,  however,  one  way 
that  the  cost  of  school  buildings  can 
often  be  legitimately  reduced, which  is  by 
cutting  out  any  unnecessary  ornament 


or  over-abundance  of  ornamental  detail 
and  by  detailing  all  the  architectural 
trim  in  a  manner  that  will  facilitate 
economical  machine  production. 

Frequently  substantial  savings  can 
be  effected  in  this  manner  without  any 
serious  modification  of  the  Architect’s 
design,  or  detriment  to  the  appearance 
of  the  finished  building. 

This  Association  now  maintains  a 
Service  Bureau  to  advise  with  School 
Boards  and  their  Architects  on  matters 
of  that  kind,  the  services  of  which  are 
rendered  free  of  charge. 


43 


SCHOOL  OF  JOURNALISM,  COLUMBIA  UNIVERSITY,  New  York  City 


McKIM,  MEAD  &  WHITE,  Architects 


The  two  buildings  illustrated  on  this  and  opposite  pages  are  representative  examples  of  the  fine  group 
at  this  University  that  are  built  of  brick  with  Indiana  Limestone  trim  above  a  basement  story  of  granite 


INDIANA  LIMESTONE  or  BEDFORD  STONE 


IN  ANSWER  to  the  quite  natural  query  of 
anyone  not  familiar  with  this  material, 
“What  does  the  term  Indiana  Limestone 
designate?”,  it  maybe  briefly  stated  that  this 
refers  to  the  handsome  light  colored  building 
stone  that  is  so  extensively  used  in  all  parts 
of  the  United  States  and  Canada,  for  schools 
and  colleges  and  for  all  sorts  of  monumental 
buildings,  including  banks,  churches,  libraries, 
post  offices,  and  government  buildings,  etc. 

By  reason  of  its  use  in  so  many  of  the  finest 
structures  during  the  past  sixty  years,  Indi¬ 
ana  Limestone,  or  Bedford  Stone,  as  it 
was  formerly  called,  has  become  universally 
famous  as  a  building  material  throughout  the 
entire  country.  It  is  now  recognized  as  the 
most  important  of  natural  building  materials 
and  on  account  of  its  wide  range  of  usage  in  all 
kinds  of  structures,  from  houses  to  the  finest 
monumental  buildings,  it  is  justly  termed 


“The  Nations  Building  Stone.” 

Indiana  Limestone  is  a  natural  stone, 
not  a  manufactured  product.  It  is  a  fine, 
even  textured  OOLITIC,  or  non-crystalline 
massive  limestone  of  beautiful  soft  color-tone, 
ranging  in  the  various  grades  from  a  some¬ 
what  grayish  buff,  on  through  silver  gray  to  a 
medium  toned  gray  of  slightly  bluish  cast. 

The  massive  deposit  forming  the  ledges  in 
the  hills  of  Southern  Indiana,  from  which  this 
fine,  easily  worked,  yet  durable  and  permanent 
stone  is  quarried,  constitutes  one  of  the  most 
wonderful  and  probably  the  most  useful  of 
building  stone  deposits  in  the  world. 

An  interesting  booklet,  Volume  I  of  the 
Indiana  Limestone  Library,  which  fully 
describes  the  stone,  its  characteristics,  forma¬ 
tion,  color-tone,  texture  and  structural  quali¬ 
ties,  will  be  sent  free  upon  receipt  of  postal 
request. 


44 


McKIM,  MEAD  &  WHITE,  Architects 


m 


KENT  HALL,  COLUMBIA  UNIVERSITY,  New  York  City 


THE  INDUSTRY’S  EQUIPMENT  AND  FACILITIES 


Indiana  Limestone  is  in  no  sense  a 
local  product  but  has  a  country-wide 
distribution,  and  constitutes  about  35% 
of  all  the  building  stone  used  throughout 
the  United  States.  Stocks  of  it  are  car¬ 
ried  by  Cut  Stone  trade  in  all  large  cities 
and  in  many  of  the  smaller  towns. 

The  organization  and  equipment  of 
this  industry  has  been  continually 
improved  during  recent  years,  and  is 
now  on  a  remarkably  high  plane. 

New  and  improved  labor  saving 
machinery  is  constantly  being  installed 
and  the  facilities  for  prompt  and  effi¬ 
cient  service  and  low  cost  production 
are  unequalled  by  any  other  quarry 
industry  in  America  or  abroad. 


A  regular  shipment  of  over  100  car¬ 
loads  per  day  can  readily  be  handled 
during  the  building  season,  and  the  stone 
for  any  number  of  large  operations  can 
usually  be  quarried,  milled  and  shipped 
before  the  other  preliminary  work,  foun¬ 
dations,  etc.,  can  be  built  ready  for  the 
walls  of  superstructure. 

Very  ample  stocks  of  both  regular  and 
special  grades  are  maintained  at  the  quar¬ 
ries.  The  industry  is  noted  for  the  prompt 
handling  of  large  contracts,  and  the  school 
builder  in  placing  a  contract  for  Indiana 
Limestone  with  any  capable  Cut  Stone 
Contractor,  may  rest  assured  that  the 
erection  of  stone  work  will  be  as  free 
from  delay  as  it  is  possible  to  have  it. 


INDIANA  LIMESTONE  QUARRYMEN’S  ASSOCIATION 

Bedford,  Indiana 


45 


EAST  SIDE  HIGH  SCHOOL,  Cincinnati,  Ohio 


GARBER  &  WOODWARD,  Architects 


RIDGLEY  LIBRARY,  WASHINGTON  UNIVERSITY,  St.  Louis,  Mo.  COPE  &.  STEWARDSON,  Architects 

Granite  walls  with  Indiana  Limestone  trim.  Other  buildings  of  this  group  are  illustrated  on  pages  10  and  26 


UNIVERSITY  OF  TENNESSEE,  Knoxville,  Tenn.  MILLER,  FULLENWIDER  &.  DOWLING,  Architects 

The  main  building  of  this  group  is  illustrated  on  page  33 


MADISON  JUNIOR  HIGH  SCHOOL,  Rochester,  N.  Y. 


GORDON  &.  KAELBER,  Architects 


46 


WOMAN’S  INSTITUTE  BUILDING,  INTERNATIONAL  CORRESPONDENCE  SCHOOLS,  Scranton,  Pa. 

VV.  F.  LOWNDES,  Architect 


CROSSETT  AVENUE  SCHOOL,  La  Grange,  Ill.  CHILDS  &.  SMITH,  Architect* 

Two  examples  of  Limestone  trim,  showing  different  triple-window  treatments 


47 


THE  DEVELOPMENT  of  SCHOOLS  and  COLLEGES 

from  ANCIENT  TIMES 


A  brief  historical  outline  of  the  progress  of  education, 
with  notes  on  the  schools  of  the  Ancients  and  those  of 
Classical,  Medieval  and  Renaissance  times  from  which  the 
Modern  Schools,  Colleges  and  Universities  were  developed. 


COMMENCING  with  the  earliest  historic  records  in 
Egypt,  the  Archaeologists  find  that  such  schools  of 
learning  that  existed  were  associated  with  the  priesthood 
and  were  therefore  housed  either  in  the  monumental 
stone  Temples  or  in  the  equally  monumental  Palaces 
of  the  ruling  dynasty. 

It  is  interesting  to  note  that 
the  Egyptians  with  their  keen 
knowledge  of  the  relative  values 
of  building  material  were  exten¬ 
sive  users  of  Limestone.  Many 
of  the  fine  temples,  which  with¬ 
out  doubt  housed  the  scholars 
of  ancient  Egypt,  were  built  of 
Limestone,  just  as  their  Tombs, 
their  Pyramids  and  other  impor¬ 
tant  structures  were  built  largely 
of  this  readily  worked  and  most 
satisfactory  material. 

Stone  was  not  available  to 
the  Assyrians  and  Babylonians, 
who  therefore  built  largely  of 
brick,  but  with  the  advance  of 
eastern  civilization  into  Syria, 

Phoenicia  and  the  Biblical  Coun¬ 
tries,  and  later  at  Carthage,  the 
use  of  Limestone  for  Temples 
and  Palaces  forming  the  seats 
of  higher  learning  in  these 
countries  the  same  as  in  Egypt, 
is  also  found. 

Thus,  in  all  the  earliest 
historic  records  of  the  very 
beginning  of  our  modern  edu¬ 
cational  system,  we  find  the 
magnificent  and  often  stupen¬ 
dous  stone  Temples,  as  the  first 
schools  or  colleges. 

Taking  the  next  step  from 
the  ancient  civilizations  of  Egypt 
and  the  Syrian  countries,  to 
Greece,  we  again  find  that  when  the  schools  of  Classic 
Greece  were  established,  they,  too,  were  housed  in  monu¬ 
mental  buildings  of  stone,  in  this  case  mostly  marble ;  which 
is  a  metamorphosed  Limestone;  simply  because  marble 
deposits  happened  to  be  more  prevalent  in  that  country. 

Here  we  find  the  great  Philosophers  and  Scholars 
of  Greece  teaching  their  classes  within  the  wonderfully 
beautiful  classic  structures  at  Athens  and  elsewhere  in 
the  cities  of  that  highly  cultured  and  glorious  civilization. 

With  the  ancient  Greeks,  the  supremacy  of  the  state 
was  generally  unquestioned.  With  them  the  highest  life 
was  one  of  cultured  leisure  in  which  one’s  energies  were 
mainly  concentrated  upon  the  pursuit  of  knowledge  for  its 
own  sake,  rather  than  to  apply  it  to  any  useful  purpose. 


The  Greek  schools,  however,  do  not  date  from  the 
great  Hellenic  age,  but  from  the  later  Macedonian  or 
Hellenistic  Period.  There  were  no  schools  at  first,  but 
there  were  three  kinds  of  Professional  teachers  who 
taught  the  more  fortunate  of  the  youth  of  ancient 

Greece — reading,  writing,  arith¬ 
metic,  music,  literature  and 
athletic  sports. 

A  secondary  or  higher  educa¬ 
tion  was  developed  during  the 
latter  half  of  the  5th  century 
B.  C.  when  the  first  schools  at 
fixed  places  were  established  by 
the  Philosophers,  who  conducted 
schools,  or  rather  taught  classes  at 
the  various  public  gymnasiums. 

Plato  at  the  Academy  and 
Aristotle  at  the  Lyceum,  gave 
three  or  four  year  courses. 
Plato’s  school  became  the  first 
college  and  growing  out  of  this 
the  University  of  Athens,  a  Phil¬ 
osophical  school,  was  established, 
which  became  the  center  of 
higher  culture.  Following  this 
the  University  of  Alexandria 
was  founded,  as  a  religious  as 
well  as  Philosophical  school,  and 
when  the  intellectual  hegemony 
of  Greece  for  a  time  passed 
from  Athens  to  Alexandria,  this 
was  the  great  center  of  higher 
learning  and  culture.  The  found¬ 
ing  of  colleges  at  Syracuse  and 
Corinth  followed  those  at  Athens 
and  Alexandria. 

Early  Roman  education  was 
given  entirely  in  family  and 
public  life,  there  were  no  schools, 
the  youth  being  taught  by 
their  parents. 

In  ancient  Rome,  schools 
began  as  a  result  of  their  intercourse  with  the  Greeks, 
the  first  school  being  established  at  Rome  about 
230  B.  C.  Other  early  Roman  schools  were  the  state 
schools  established  a  little  later,  during  the  Empire, 
at  Carthage,  Milan  and  Constantinople  and  still 
later  at  Treviso. 

In  classic  Rome  we  also  find  the  development  of  these 
seats  of  learning  associated  with  the  finest  monumental 
structures  of  stone,  and  in  that  city  we  find  the  first  real 
school  building  devoted  entirely  to  collegiate  purposes. 

These  ancient  Roman  schools  were  very  like  the 
modern  ones,  just  as  our  laws  in  so  many  of  their 
provisions,  are  based  upon  the  laws  of  the  Emperor 
Justinian. 


Entrance  Detail  at  KIRKWOOD  HIGH  SCHOOL, 
Kirkwood,  Mo.  WM.  B.  ITTNER,  Architect 


NOTE:  Geologically,  the  Limestone  of  Egypt,  is  a  much  later  formation,  less  strong,  less  pure  and 
very  much  inferior  as  a  building  material  to  the  massive  and  remarkably  fine  deposit  in  Southern 
Indiana,  which  was  formerly  called  BEDFORD  STONE  but  now  universally  known  as  INDIANA 
LIMESTONE,  an  abbreviation  of  its  geological  designation,  as  Indiana  (Oolitic)  Limestone. 


48 


Across  the  Alps  in  Europe,  or  in  Gaul  as  it  was  then 
called,  colleges  patterned  on  the  early  Roman  schools 
were  founded  during  the  succeeding  century  at  Poitou, 
Narbonne,  Toulouse  and  Tours,  in  what  is  now  France, 
and  at  Lerida  in  Spain. 

Thus  during  the  centuries  that  followed,  customarily 
referred  to  as  the  Byzantine  period  of  Roman  culture, 
and  the  spreading  of  that  culture  to  the  westward  and 
to  the  north  into  Gaul,  accompanying  the  military 
expansion  of  the  Roman  empire,  we  again  find  the  seats 
of  learning  housed  in  structures  built  largely  of  stone, 
wherever  that  material  was  available.  Limestone  in 
one  of  its  various  forms  was  the  generally  preferred 
material  wherever  available,  on  account  of  its  known 
permanence,  its  easy  working  and  structural  qualities. 

Monasticism  was  founded  in  Egypt  by  the  Copts  at 
the  beginning  of  the  4th  century  and  rapidly  spread  into 
and  through  the  civilized  parts  of  Europe.  During  the 
latter  part  of  this  period  the  monastic  system  of  education 
was  established  and  developed. 

The  first  English  school  was  established  at  Canterbury 
at  the  end  of  the  6th  Century  and  schools  at  York  and 
Winchester  then  followed. 

The  public  schools  that  were  established  in  the  several 
civilized  countries  during  the  early  A.  D.  centuries, 
disappeared  during  the  following  centuries,  due  to  the 
Barbarian  inroads  and  subjugation  of  the  western  races . 

With  the  disappearance  of  the  schools  established 
under  the  Roman  domination,  the  seats  of  learning 
passed  entirely  to  the  Monasteries,  which  had  by  this 
time  become  well  established  and  all  during  the  dark 
early  middle  ages  which  followed,  the  light  of  knowledge 
was  kept  burning  in  the  Monasteries  and  Convents. 

Along  with  the  complete  control  of  education  by  the 
Monasteries  there  was  naturally  a  further  extension  of 
these  religious  cults  or  Orders  all  over  the  countries  of 
Europe,  and  the  building  of  numerous  convents  and 
monasteries.  Again  stone,  frequently  limestone  very 
much  like  the  limestone  that  we  now  use  for  building 
purposes  in  America,  constituted  the  preferred,  if  not  the 
principal  building  material,  both  for  the  monastic  school, 
convent  or  other  educational  structure  and  for  the 
churches  and  cathedrals. 

In  central  Europe  the  first  revival  of  intellectual 
activity  after  a  lapse  of  about  250  years,  was  along 
toward  the  close  of  the  8th  century,  during  Charle- 
manges’  time,  when  the  Palace  School  and  the  Bishops’ 
and  Monastic  schools  were  established  by  Charlemanges’ 
order  throughout  the  Carolingian  Empire;  just  200  years 
after  the  first  schools  were  established  in  Britain. 

Later  these  Bishops  and  Monastic  schools  had  external 
schools  for  regular  pupils,  who  were  not  interested  in 
studying  for  the  ministry  or  for  monastic  orders,  but 
desired  a  secular  education. 

During  this  so-called  period  of  scholasticism  from  the 
end  of  8th,  on  into  the  14th  century,  the  Monastery 
and  Monastic  schools  which  had  spread  all  over  Europe, 
were  the  only  source  of  higher  culture  and  thus  were 
the  cradles  of  learning,  controlling  the  destinies  of  the 
races  in  so  far  as  the  transmission  of  knowledge  was 
concerned. 

It  was  only  natural  during  this  period  that  religion 
should  take  such  a  prominent  part  in  the  peoples’  life 
and  it  was  the  result  of  this  deeply  religious  education 
that  culminated  in  the  building  of  the  great  cathedrals 
and  other  fine  churches.  Thus,  the  great  enthusiasm 
that  existed  during  the  latter  part  of  this  and  the 
immediately  following  Gothic  period,  in  the  building 
of  the  numerous  magnificent  Cathedrals  is  readily 
accounted  for. 


Limestone,  on  account  of  its  easy  working  qualities, 
was  the  favorite  material  of  the  great  Gothic  builders. 

Many  of  the  finest  Cathedrals  of  France  and  elsewhere 
on  the  continent  and  in  England  are  built  of  Limestone. 
The  Portland  stone  of  England  is  quite  similar 
though  of  a  later  deposit  geologically,  to  the  Oolitic 
Limestone  of  southern  Indiana. 

The  earliest  Universities,  in  a  limited  sense  as  we 
understand  that  term  today,  came  into  being  in  the 
12th  century  and  arose  from  the  Monastic  schools  by 
the  spreading  desire  for  secular  education,  which  was 
a  spontaneous  manifestation  of  the  mediaeval  impulse 
and  the  desire  for  knowledge  in  the  arts  and  sciences. 

Each  of  these  earlier  Universities  was  a  specialized 
school  of  study.  At  Paris,  the  greatest  of  the  Mediaeval 
colleges,  it  was  Philosophy  and  Theology;  at  Salerno, 
Medicine;  at  Bologna,  Roman  Law.  The  German 
Universities  were  of  later  origin,  Prague  and  Vienna 
being  established  during  the  latter  half  of  the  14th 
century. 

These  schools  gradually  supplanted  the  Cathedral 
seminaries.  When  later  expanded  after  they  were  firmly 
established,  there  were  generally  four  faculties  in  all  of 
these  early  schools;  Arts,  Theology,  Law  and  Medicine. 

With  the  Renaissance,  the  14th  century  showed  great 
intellectual  activity;  and  the  further  establishment  of 
schools  and  universities;  with  Italy  in  the  forefront,  as 
the  feudal  system  still  existed  across  the  Alps  in 
Europe.  These  educational  institutions  of  the  Renaissance 
we  also  find  housed  in  fine  structures,  built  largely 
of  stone. 

Thus  the  earlier  traditions  of  housing  the  principal 
seats  of  learning  in  fine  stone  buildings  was  carried  on 
through  the  middle  ages,  the  home  of  the  scholar,  ever 
being  associated  with  lasting  structures  of  stone. 

This  brings  us  to  the  founding  and  establishment  of 
the  modern  College  and  University.  Again  the  tradition 
of  building  these  structures  of  stone  was  very  generally 
followed.  We  find  examples  of  this  all  over  Europe 
and  on  the  British  Isles.  It  is  only  necessary  to  mention 
Oxford,  Cambridge,  Dublin,  Glasgow  and  Edinburgh 
to  call  to  mind  some  of  the  venerable  colleges  of  Britain 
and  the  many  equally  venerable  colleges  on  the  continent 
of  Europe,  that  are  built  of  stone. 

Only  in  the  low  countries  where  good  building  stone 
was  either  not  available  or  scarce,  was  brick,  that  very 
useful  but  commoner  masonry  material,  resorted  to  for 
the  exterior  of  these  important  educational  structures. 

The  next  step  was  the  founding  of  the  grammar  schools 
and  the  development  of  the  monastery  schools  into  a 
larger  system  of  schools  for  the  training  of  the  masses, 
rather  than  only  the  select  few  who,  during  the  previous 
centuries  were  able  to  attend  the  Monastic  colleges,  or 
the  Universities,  that  had  been  established. 

The  forerunner  of  our  present  day  public  school  system 
was  the  Protestant  schools  and  reformatories  that  were 
established  in  the  15th  and  16th  centuries,  the  school 
systems  founded  during  the  latter  part  of  this  period 
being  the  first  of  the  more  liberal  educational  system  of 
the  present  day. 

University  life  fell  into  decadence  during  the  16th 
and  17th  centuries,  but  the  end  of  the  17th  century  saw 
a  revival  of  university  life,  which  was  an  important  step 
in  the  progress  of  learning  and  culture. 

It  was  not  until  late  in  the  18th  and  during  the  19th 
centuries  that  full  control  of  the  public  schools  was 
taken  over  and  these  schools  maintained  by  the  state, 
in  accordance  with  the  present  system  of  free  public 
schools. 


49 


PYNE  HALL,  PRINCETON  UNIVERSITY,  Princeton,  N.  J. 


DAY  &.  KLAUDER,  Architects 


A  fine  example  of  the  use  of  local  ledge  stone  in  combination  with 
I  ndiana  Limestone  trim.  See  also  the  view  of  this  building  on  page  2 1 . 


50 


!JS& 


DETAIL  VIEW  of  BAY  WINDOW  and  ENTRANCE,  IDA  NOYES  HALL,  UNIVERSITY  OF  CHICAGO,  Chicago,  Ill. 

SHEPLEY,  RUTAN  &  COOLIDGE,  Architects 

Showing  smooth  machine  finish  Random  Ashlar  of  Indiana  Limestone  Sec  also  the  view  of  this  building  on  page  69 


51 


THEODORE  ROOSEVELT  SCHOOL,  Wyandotte,  Mich. 


B.  C.  WETZEL  &.  CO.,  Architects 


JAMES  ALLISON  INTERMEDIATE  SCHOOL,  Wichita,  Kansas  LORENTZ  SCHMIDT  &  CO.,  Architects 

These  two  buildings  show  the  contrast  between  light  and  dark  colored  brick  With  Indiana  Limestone  trim. 


The  “(01b  (Sntljir”  and  “Quarry-run”  grades  of  Indiana  Limestone, 
which  are  especially  suitable  for  the  Field-work  of  walls  designed  in  any  informal  style. 


Old  Gothic.  This  grade  of  INDIANA  LIMESTONE 
is  unselected  as  to  color  and  texture,  and  embraces  the 
gray,  buff  and  variegated  stone,  varying  in  texture 
from  fine  to  coarse,  but  generally  of  fairly  coarse  texture, 
some  pieces  containing  shelly  formations,  white  or 
crystalline  streaks  and  tight  crow-feet,  etc.,  that  do  not 
affect  the  structural  soundness  of  the  stone.  It  will 
generally  be  found  to  include  greater  variation  in 
color-tone  and  texture  than  the  “Quarry-run.” 


The  Old  Gothic  grade  is  not  usually  recommended 
for  cut  trim  and  moulded  work,  but  principally  for  plain 
sawed  wall  facing,  Random  Ashlar  work,  etc. 

In  combination  with  Old  Gothic,  the  “Variegated” 
grade  may  be  used  for  trim  with  good  effect. 

Quarry -Run  (short  -  length  stock).  This  is  the 
material  that  usually  is  lowest  in  cost  and  is  the  grade 
recommended  as  an  alternate  to  the  Old  Gothic,  for 
Random  Ashlar  work. 


See  pages  2,  6,  28  and  78  for  illustrations  showing  this  kind  of  stone  work- 


52 


HIGH  SCHOOL,  Bethlehem,  Pa. 


CENTRAL  HIGH  SCHOOL,  Muskogee,  Okla. 


DAWSON,  KEDIAN  &  VALVER,  Architects 


SARAH  SCOTT  SCHOOL,  Terra  Haute,  Ind.  JOHNSON,  MILLER,  MILLER  &  YEAGER,  Architects 

Three  schools,  all  showing  distinctive  and  entirely  different  treatments  of  the  Indiana  Limestone  trim 


RITTER  &  SHAY,  Architects 


53 


MEMORIAL  TOWER,  DORMITORY  QUADRANGLE,  UNIVERSITY  OF  PENNSYLVANIA,  Philadelphia,  Pa. 

COPE  &  STEWARDSON,  Architects 


Just  one  of  the  many  fine  buildings  at  University  of  Pennsylvania  that  are  heavily 
trimmed  with  Indiana  Limestone.  See  School  of  Law  Building  on  page  61 

There  is  no  finer  material  for  the  trim  of  brick  walls.  There  is  no  other  ma¬ 
terial  that  affords  an  equal  medium  for  the  executing  of  architectural  detail. 
The  Aristocrat  of  Building  Materials  gives  distinction  to  plain  brick  walls. 


54 


PREVOSTS  TOWER,  part  of  the  very  interesting  group  of  Dormitory  Buildings  at  the  UNIVERSITY  OF  PENNSYLVANIA, 
Philadelphia,  Pa.  The  Memorial  Tower  which  is  shown  on  opposite  page  is  another  part  of  this  group. 

COPE  &.  STEWARDSON,  Architects 


These  two  towers  which  form  a  part  of  one  of  the  earliest  examples  of  the 
elaborate  English  Collegiate  Gothic  style  in  America,  are  still  one  of  the  finest 
examples  of  that  style  executed  in  a  combination  of  Limestone  and  Brick. 


55 


THE  DESIGN  OF  SCHOOL  BUILDINGS 


Referring  more  particularly  to  the  grade 
or  elementary  schools  in  an  article  on  school 
design,  in  the  April,  1921,  issue  of  Architecture, 
Mr.  Alfred  Busselle,  a  prominent  eastern 
architect,  makes  the  following  interesting 
statement  on  the  proper 
design  of  school  buildings. 

“There  is  probably  no  prob¬ 
lem  in  an  Architect’s  practice 
that  more  calls  for  the  quality 
of  fitness  of  the  design  to  express 
an  emotional  idea  than  that  of 
the  schoolhouse.  If,  as  we 
claim,  each  building  tells  a  story 
and  creates  a  distinct  impres¬ 
sion,  surely  there  can  be  no 
wider  or  more  important  field 
than  that  which  so  nearly  affects 
the  forming  minds  of  children. 

It  is  not  desirable,  from  any 
point  of  view,  that  children 
should  spend  much  of  their  lives 
in  buildings  which  are  only  dis¬ 
tinguished  from  factories  by  the 
presence  of  the  American  Flag, 
or  which  are  of  a  grandiose  type 
- — wholly  exotic . 

.  .  .  “Architects,  in  designing 
schoolhouses,  have  too  often, 
and  I  might  almost  say  gener¬ 
ally,  worked  along  the  easiest 
lines  and  have  been  taken  up  by 
the  consideration  of  cubic  feet 
of  air,  number  of  changes  per 
minute,  square  feet  of  glass  area, 
etc.,  and  have  lost  sight  of  any 
spiritual  factor  in  their  problem. 

The  architect,  in  attacking  a 
school  problem,  often  first  trans¬ 
forms  himself  into  an  engineer, 
and  afterwards  clothes  the  ma¬ 
chine  in  such  scanty  architectur¬ 
al  draperies  as  may  allow  him 
with  reasonable  grace  to  write 
‘Architect’  on  the  drawings. 

“I  am  speaking  of  the  usual 
moderate-size  building  with  rea¬ 
sonable  amount  of  ground.  In 
such  cases  it  is  possible  to  impart 
something  of  the  domestic  char¬ 
acter  and  associate  it  closely  with 
our  best  American  tradition 
without  sacrifice  of  mechanical 
efficiency  or  excellence  of  plan.” 

This  spiritual  factor,  or 
so-called  character,  which 
Mr.  Buselle  refers  to  as 
so  important,  can  best  be 
given  to  the  school  building 
by  an  appropriate  design,  free  of  unnecessary 
ornamentation,  honestly  erected  in  good 
materials.  There  is  no  better  material  for  the 
trim,  or  for  the  entire  exterior  of  schools,  than 
Indiana  Limestone,  which  although  the  low¬ 
est  in  cost  of  natural  stones,  is  truly  The 
Aristocrat  of  Building  Materials. 


Another  prominent  architect,  Mr.  Wm. 
Roger  Greely,  of  Kilham  &  Hopkins,  in  writing 
for  the  Architectural  Forum,  on  this  subject, 
makes  this  very  interesting  statement  on  appro¬ 
priate  school  design  and  its  relation  to  cost: 

“A  schoolhouse  is  a  contriv¬ 
ance  to  protect  children  from 
the  inclemency  of  the  weather 
while  they  are  being  educated,” 
and  then  goes  on  to  state  the 
essentials  such  as  walls,  floors, 
roof,  partitions,  windows,  stairs. 

“Since  it  costs  about  as  much 
to  protect  children  from  cold, 
wind  and  rain  as  it  does  to  edu¬ 
cate  them  and  about  $1.00  of  the 
taxpayer’s  money  is  spent  to 
maintain  buildings  for  every 
dollar  spent  to  pay  teachers, 
it  is  necessary  that  great  care  be 
exercised  in  the  incorporation 
of  the  ornamental  elements  or 
beautifying  factors  in  school  de¬ 
sign.  The  architect  is  even 
under  the  restraint  of  efficiency, 
cost,  etc.  His  design  dare  not 
require  the  expenditure  of  an 
appreciable  sum  for  purely  orna¬ 
mental  detail  or  his  costs  will  be 
thrown  out  of  balance.  It  there¬ 
fore  behooves  the  designer  of 
schools  to  employ  materials 
simply  treated,  which  of  them¬ 
selves  provide  the  pleasing  ele¬ 
ments  of  beauty.” 

Indiana  Limestone  is 
the  material  that  best  sat¬ 
isfies  this  requirement  inso¬ 
far  as  the  exterior  walls 
are  concerned. 

While  many  will  differ 
with  the  viewpoint  that  a 
school  is  to  such  a  large 
extent  simply  a  utilitarian 
structure  or  education  fac¬ 
tory,  the  efforts  of  even 
those  who  claim  to  enter¬ 
tain  such  views  to  add  the 
elements  of  beauty  to  their 
work  is  both  fortunate  and 
a  subtle  acknowledgment 
that  they  always  recognize 
its  presence,  as  at  least  de¬ 
sirable,  if  not  a  very  neces¬ 
sary  element.  In  fact,  Mr. 
Greely  further  on  states, 
“There  can  be  no  possible 
difference  of  opinion  in  regard  to  the  advan¬ 
tage  of  beautiful  school  buildings  over  ugly 
ones,”  and  “that  the  present  conditions  govern¬ 
ing  construction  call  for  beauty  of  the  simplest 
type,  adapted  closely  to  the  most  economical 
forms  of  construction.”  A  requirement  which 
Indiana  Limestone  so  admirably  fulfills. 


Detail  of  ENTRANCE  FRONT,  LIBERTY 
MEMORIAL  HIGH  SCHOOL,  Lawrence,  Kan. 

WILLIAM  B.  ITTNER,  Architect 


56 


NORWOOD  SCHOOL,  Birmingham,  Ala. 


WARREN,  KNIGHT  &  DAVIS,  Architects 


ATTRACTIVE  SCHOOLHOUSES  AND  COMMUNITY  PRIDE  AND  PATRIOTISM 


( From  an  article  on  school  building,  in  American  School  Board  Journal.) 


The  spirit  of  community  progress 
fostered  by  the  many  civic  and 
commercial  bodies  found  through¬ 
out  the  United  States  usually  seeks 
its  expression  in  tangible  things. 
The  citizen  who  is  actuated  by  a 
touch  of  local  patiiotism  points  with 
pride  to  the  handsome  business 
blocks  and  spacious  factory  plants, 
to  well  paved  streets  and  parks. 

If  he  has  an  appreciation  for  the 
finer  impulses  and  ambitions  of  the 
community  he  will  point  out  the 
hospitals  and  churches,  and  the 
schools  if  there  are  any  attractive 
schools  to  be  pointed  out. 

The  citizen  who  is  proud  of  the 
economic  studies  his  town  is  mak¬ 
ing,  and  does  not  forget  the  char¬ 
itable  tendencies  of  the  people,  can¬ 
not  well  overlook  the  intellectual 
aspirations  as  exemplified  in  digni¬ 
fied  and  well-equipped  schoolhous¬ 
ing.  Material  success,  after  all, 
must  find  its  ultimate  expression  in 
something  besides  fine  business  and 
industrial  structures.  These  are 
the  means  to  an  end,  and  the  end  is 
an  intelligent,  orderly  and  con¬ 
tented  citizenship. 

Thus,  the  unit  of  population,  be  it 
large  or  small,  city  or  village,  that 
makes  claim  to  being  a  worthy 
integral  part  of  a  great  nation,  must 
demonstrate  a  recognition  of  the 
agencies  that  train  for  citizenship. 

These  agencies  are  expressed  in 
a  series  of  good  school  buildings, 


Entrance  Detail  CORLETT  SCHOOL 
Cleveland,  Ohio 

W.  R.  McCORNACK,  Architect 


and  no  unit  of  population  without 
them  can  make  any  pretense  to 
being  progressive. 

Nor  are  any  of  the  public  build¬ 
ings  found  in  the  average  community, 
such  as  city  hall,  courthouse  or 
library,  more  capable  of  impressive 
architectural  design  than  a  school- 
house,  more  particularly  a  high  school 
building.  And  none  could  express 
the  intellectual  aspirations  of  the 
people  more  fittingly  than  the  com¬ 
munity’s  leading  institution  of 
learning. 

Whatever  may  be  said  of  econ¬ 
omy  in  public  expenditure,  it  fol¬ 
lows  nevertheless  that  in  construct¬ 
ing  school  buildings  some  regard  for 
exterior  design  should  be  observed. 

This  does  not  signify  that  any  ex¬ 
travagance  should  be  engaged  in, 
but  neither  does  it  mean  that  such 
a  structure  must  be  reduced  to  the 
plainness  of  a  factory  building. 

The  average  citizen  is  agreed  that 
public  buildings  should  be  dignified 
in  outline  and  form.  They  should 
prompt  respect  for  government  and 
authority.  A  schoolhouse  should 
not  only  present  grace  and  dignity 
as  far  as  exterior  outline  is  con¬ 
cerned,  but  should  bear  the  touch 
of  art  as  well.  On  the  whole,  it 
should  be  an  inviting  structure  that 
pleases  the  eye  and  at  the  same 
time  dignifies  the  cause  of  education 
and  citizenship. 


While  a  monumental  character  may  be  considered  appropriate  for  high  schools  and  colleges, 
an  important  point  in  the  design  of  grade  or  other  elementary  schools  is  that  a  certain  domestic 
quality  should  not  be  neglected.  The  current  preference  for  varied  adaptions  of  the  Collegiate  Gothic 
style  and  of  the  American  Colonial  in  preference  to  other  classic  types,  as  the  styles  being  generally 
the  more  informal  and  more  spiritual  and  homelike  in  character,  is  a  manifestation  of  this  tendency. 


57 


DAY  &.  KLAUDER,  Architects 


OOLITIC  HIGH  SCHOOL,  Oolitic,  Ind. 


ELMER  E.  DUNLOP  CO.,  Architects 


ADMINISTRATION  BUILDING,  MERCERSBURG  ACADEMY,  Mercersburg,  Pa. 


58 


F.  E.  MARSH  SCHOOL,  Joliet,  Ill.  JOHN  D.  CHUBB,  Architect 

The  two  buildings  show  in  contrast  the  appearance  of  the  machine-tooled  and  rock-face  finishes  on  Indiana  Limestone 


ELIZA  KELLY  SCHOOL,  Joliet,  Ill. 


HOEN,  WALLACE  &  WEBSTER,  Architects 


59 


COBB  HALL,  UNIVERSITY  OF  CHICAGO,  Chicago,  Ill. 


HENRY  IVES  COBB,  Architect 


HIGH  SCHOOL,  Bedford,  Ind.  ELMER  E.  DUNLAP  CO.,  Architects 

Indiana  Limestone  is  equally  appropriate  for  the  large  City  College  and  the  small  town  High  School  Building 


60 


LAW  SCHOOL,  UNIVERSITY  OF  PENNSYLVANIA,  Philadelphia,  Pa. 


COPE  &  STEWARDSON,  Architects 


HATCH  SCHOOL,  Oak  Park,  Ill.  CHILDS  &  SMITH,  Architects 

Indiana  Limestone  is  equally  appropriate  for  the  trim  of  the  large  college  and  the  ordinary  intermediate  or  grade  school  building 


61 


CENTRAL  HIGH  SCHOOL,  Minneapolis,  Minn. 

See  also  detail  View  of  this  building  on  page  34 


W.  B.  ITTNER,  Architect 


FRANKFORD  HIGH  SCHOOL,  Philadelphia,  Pa. 


J.  HORACE  COOK,  Architect 


REED  COLLEGE 


,  Portland,  Oregon  A.  E.  DOYLE,  Architect 

Six  school  buildings  showing  different  treatments  of  the  Indiana  Limestone  trim  are  illustrated  on  this  and  opposite  pages 


62 


ACADEMY  HIGH  SCHOOL,  Erie,  Pa. 


W.  B.  ITTNER,  Architect 


PRESCOTT  SCHOOL,  Lincoln,  Neb. 


F1SKE  &  McGINNIS,  Architects 


EASTERN  HIGH  SCHOOL,  Washington,  D.  C. 

FiCe  different  arrangements  of  window  grouping 


SNOWDEN  ASHFORD,  Architect 
are  also  shown  on  these  two  pages 


63 


WASHINGTON  HIGH  SCHOOL,  Milwaukee,  Wis.  VAN  RYN  &.  DE  GELLEKE,  Architects 


BAY  VIEW  HIGH  SCHOOL,  Milwaukee,  Wis.  VAN  RYN  &  DE  GELLEKE,  Architects 

The  upper  illustration  show  the  blending  in  color-lone  of  Indiana  Limestone  with  light  colored  brick  and  the 
lower  illustration  the  pleasing  contrast  with  dark  colored  brick,  ‘n  two  school  buildings  designed  by  the  same  Architects 


OTHER  LITERATURE  OF  INTEREST  TO  SCHOOL  BUILDERS 


A  fairly  complete  list  of  the  many  fine  School  and 
College  buildings  in  all  parts  of  the  Country  that  are 
either  faced  or  trimmed  with  INDIANA  LIMESTONE, 
has  been  prepared  as  a  supplement  to  this  volume.  This 
list  is  being  constantly  revised  and  will  be  mailed  to 
anyone  interested  upon  receipt  of  postal  request. 

Specifications  covering  the  cutting,  handling  and 
setting  of  the  stone;  specification  for  Random  Ashlar 
masonry  facing;  construction  details;  data  on  mortars; 


and  other  technical  information,  is  available  in  the 
various  other  publications  of  the  Association  which 
will  be  mailed  upon  request. 

Volume  1  of  the  Indiana  Limestone  Library, 
describing  the  physical  and  structural  properties  of 
Indiana  Limestone,  or  Bedford  Stone  as  it  was 
formerly  called,  and  containing  a  description  of  the 
quarrying  and  milling  processes,  will  also  be  sent  to 
anyone  interested. 


Address  SERVICE  DEPARTMENT,  P.  O.  Box  500,  BEDFORD,  INDIANA 
INDIANA  LIMESTONE  QUARRYMEN’S  ASSOCIATION 


64 


NORTH  INTERMEDIATE  SCHOOL,  Saginaw,  Mich. 


N.  S.  SPENCER  &  SON,  Architects 


BARBOUR  INTERMEDIATE  SCHOOL,  Detroit,  Mich.  MALCOMSON  &  HIGGINBOTHAM,  Architects 


JEFFERSON  INTERMEDIATE  SCHOOL,  Detroit,  Mich.  MALCOMSON  &.  HIGGINBOTHAM,  Architects 

Three  interesting  treatments  of  grouped  windows  with  Indiana  Limestone  trim 


65 


,  v  iSt  v  \ 

i  M 

PPPIl  - 

AiV 

PWI  II  "■ 

!:i  1  hi 

|  .  1 

i  i  i 

i 

Tf  - U'"  y 

DUNHAM  LABORATORY  of  ELECTRICAL  ENGINEERING,  YALE  UNIVERSITY,  New  Haven,  Conn.  H.  G.  MORSE,  Architect 

This  building  shows  an  example  of  “RANGE”  Ashlar  work  of  smooth  tooled  finish  Indiana  Lime¬ 
stone.  “RANGE”  or  “BLOCK  in  COURSE”  work  is  less  formal  in  effect  than  COURSED  ASHLAR  but 
not  quite  so  informal  in  treatment  and  appearance  as  RANDOM  ASHLAR  work,  examples  of  which  are 
shown  by  the  college  buildings  illustrated  on  pages  2,  6,  12  and  28. 

Both  forms  of  Ashlar  field-work  may  be  built  of  the  rough  sawed  finish  “©lii  (Solljir”.  “Variegated,” 
“Rustic”  and  “Quarry-run”  grades  of  INDIANA  LIMESTONE. 

An  example  of  very  rough  sawed  or  “Ripple-face”  finish  is  illustrated  on  page  78. 


66 


Detail  View  of  a  Portico 
ST.  MARY’S  of  the  LAKE 
THEOLOGICAL  SEMI¬ 
NARY,  Area,  Ill. 

Joseph  w.  McCarthy, 

Architect 


A  very  fine  example 
of  the  use  of  INDIANA 
Limestone  trim  with 
brick  walls,  in  group  of 
college  buildings  de¬ 
signed  in  an  adaption 
of  the  Colonial  style. 

Two  other  fine  ex¬ 
amples  of  somewhat 
similar  types  of  Lime¬ 
stone  trimmed  brick 
designs, ^are  shown  by 
the  college  buildings 
illustrated  on  pages  9 
and  12. 

Note  also  the  two 
fine  examples  of  the 
use  of  Indiana  Lime¬ 
stone  trim  in  college 
buildings  of  Italian 
style  ^illustrated  on 
pages  44  and  45. 


ST.  MARY’S  of  the  LAKE  THEOLOGICAL  SEMINARY,  Area,  III. 


JOSEPH  W.  McCarthy,  Architect 


67 


CASS  TECHNICAL  HIGH  SCHOOL,  Detroit,  Mich.  MALCOMSON  &  HIGGINBOTHAM,  Architects 


HYDE  PARK  HIGH  SCHOOL,  Chicago,  111. 


A.  F.  HUSSANDER,  Architect 


68 


p  A 


IDA  NOYES  HALL,  UNIVERSITY  OF  CHICAGO 

A  fine  example  oj  Random  Ashlar  Wall  trealmenl  at  Chicago  University. 


SHEPLEY,  RUTAN  &  COOLIDGE,  Architects 
See  detail  View,  Page  51 


SCHOOL  OF  EDUCATION  BUILDING,  UNIVERSITY  OF  ILLINOIS,  Urbana,  Ill.  HOLABIRD  &  ROCHE,  Architects 

Showing  also  the  use  of  coursed  Ashlar  in  a  building  of  similar  type  at  Illinois  University 


69 


PRATT  SCHOOL  of  NAVAL  ARCHITECTURE  and  MARINE  ENGINEERING 


a  part  of  MASSACHUSETTS  INSTITUTE  of  TECHNOLOGY,  Cambridge,  Mass. 

WELLES  BOSWORTH,  Architect 

A  fine  example  of  simple  classic  treatment  see  other  Views  of  this  group  on  pages  18  and  19 


Part  of  GARRETT  BIBLICAL 
INSTITUTE  GROUP  at  NORTH¬ 
WESTERN  UNIVERSITY, 
Evanston,  Ill. 

HOLABIRD  &ROCHE, 
Architects 

An  example  of  smooth 
finish  Random  Ashlar  of 
Indiana  Limestone.  Com¬ 
pare  this  with  the  rough- 
sawed  finish  Random  Ashlar 
in  the  Evansville  College  and 
Indiana  University  buildings 
on  pages  28  and  12. 


Showing  in  contrast  a  large  college  building  of  formal  classic  design  and  a  smalt  one  having 
an  informal  Random  Ashlar  treatment,  both  built  entirely  of  Indiana  Limestone 


70 


WREXHAM  TOWER  &  Adjoining  Buildings,  HARKNESS  MEMORIAL,  YALE  UNIVERSITY,  JAMES  GAMBLE  ROGERS,  Architect 

An  example  of  Indiana  Limestone  trim  in  combination  With  Sandstone  and  seam-face  Granite 


71 


■NA’Eim 


SCHOOL  BUILDING  COSTS 

On  the  subject  of  cost,  it  is  only  proper  to  mention 
that  the  cubic  foot  or  square  foot  costs  seem  to  be 
of  lesser  importance  in  school  buildings; — the  unit  figure 
of  importance  is  the  cost  per  school  room  or  cost  per 
pupil  provided  for,  and  it  is  astonishing  how  com¬ 
paratively  little  is  added  to  the  cost  per  pupil  or  per 
school  room,  by  adding  sufficient  cut  stone  trim  around 
the  windows  and  entrances,  to  convert  a  factory-like 
wall  of  brick  into  an  enclosure  having  a  pleasing  archi¬ 
tectural  character  and  a  dignified  expression  of  culture, 
that  which,  apart  from  its  effect  on  the  pupils,  has  an 
inspirational  and  gratifying  effect  on  the  community  at 
large,  who  are  the  possessors  of  the  structure. 

In  modem  schools  with  flat  roof  the  cubage  per 
pupil  may  be  slightly  under  500  ft.,  but  more  usually 
is  between  600  and  800  for  grade  schools  and  for  high 
schools  will  average  around  1,000  cu.  ft. 

Thus  an  increase  as  high  as  2c  in  the  cu.  ft.  cost 
of  a  school  building  will  add  only  $10.00  to  $20.00  per 
pupil,  less  than  the  cost  of  teaching  that  one  pupil  for 
half  of  a  single  year. 


Entrance  Bay  of  CLASSICS  BUILDING,  UNIVERSITY  OF 
CHICAGO,  Chicago,  Ill. 

SHEPLEY,  RUTAN  &.  COOL1DGE,  Architects 


CHOOLl 


.lburn  high 


Detail  of  Central  Bay  MILLBURN  HIGH  SCHOOL,  Millburn.N.  J. 

GUILBERT  &.  BETELLE,  Architects 

Since  the  investment  in  a  school  building  will 
usually  average  around  $300.00  per  pupil  provided  for, 
such  an  increase  in  the  cost  of  the  building  per  pupil, 
will  therefore  amount  to  only  a  very  small  percentage,  of 
the  total  cost  for  building  and  equipment. 

If  a  school  does  not  at  least  stand  second  to  the 
church  or  town  hall  in  expressing  worthwhile  character, 
what  may  be  expected  of  the  other  buildings  of  the 
country?  If  these  buildings  set  the  proper  standard, 
the  bank,  the  more  important  stores,  the  homes  and 
last  but  not  least,  the  factory  or  work  shop,  will  usually 
in  turn  to  some  extent  follow  the  example  set. 

Often  commercial  or  industrial  buildings  and  factories 
have  been  the  first  to  set  the  pace,  because  the  leaders 
of  industry  have  recognized  the  value  of  appropriate 
character  and  dignity  in  building  design.  This  should 
not  be.  The  school,  like  the  church,  should  always 
lead  in  the  setting  of  high  ideals.  The  unknown  but 
lasting  impression  that  is  unconsciously  made  by  it 
on  the  child’s  mind  is  of  the  greatest  importance. 


72 


Entrance  Detail  at  MEDINA  HIGH  SCHOOL,  Medina,  N.  Y. 

W.  B.  1TTNER,  Architect 


Entrance  Detail  at  MARSHALL  SCHOOL,  South  Orange,  N.  J. 

GUILBERT  &  BETELLE,  Architects 


On  this  and  on  opposite 
page,  four  school  ^entrance 
features  are  illustrated,  one 
of  these  being  of  Gothic  and 
three  of  Classic  design. 

Two  Classic  style  entrances 
are  illustrated  on  this  page, 
one  showing  a  treatment  con¬ 
sisting  of  free  standing  col¬ 
umns  supporting  an  entabla¬ 
ture  with  balustraded  balcony 
above,  and  the  other  consisting 
of  an  arched  opening  set 
between  pilasters  with  flush 
entablature  and  plain  parapet 
wall  above.  The  first  gives  a 
lighter  and  more  open  effect 
and  the  other  a  heavier  and 
more  massive  appearance. 

On  page  35  an  entrance 
front  having  carved  ornament 
of  great  delicacy  and  refine¬ 
ment  is  shown. 

On  page  18  a  colonnaded 
treatment  of  entrance  in  pure 
Grecian  Classic  style  is  shown. 

On  page  67  another  type  of 
colonnaded  entrance  is  shown. 


Detail  Bay  Window  Trim,  BOSSE  HIGH  SCHOOL, 
Evansville,  Ind.  J.  C.  LLEWELLYN  CO.,  Architects 


On  pages  2,  51  and  74 
entrances  having  still  different 
Gothic  treatments  are  illus¬ 
trated. 

The  intricate  carved  orna¬ 
ment  on  the  Summit  High 
School,  and  carved  quatrefoil 
ornament  on  the  Bosse  High 
School,  page  74;  the  delicate 
tracery  and  pierced  canopy 
work  on  the  Classics  Building, 
and  the  chaste  simplicity  of  the 
Milburn  High  School  entrance, 
on  opposite  page,  all  of  distinct¬ 
ly  different  types,  show  the 
individual  character  of  each 
type  of  treatment,  and  some 
of  the  varied  effects  that  are 
possible  in  the  execution  of 
carved  ornament  in  INDIANA 
Limestone. 

Still  other  effects  are 
shown  by  the  treatment  of  the 
detail  and  carved  ornament  of 
the  entrance  features,  illus¬ 
trated  on  pages  7,  11,  15,  18, 
34,  35,  40,  48,  56,  57,  76  and  77, 
and  by  the  beautiful  interior 
work  on  page  79. 


73 


IflMfilfcT.rfiL'iLV.B!  HHU  '  t  se* 


Detail  View  of  SCHENLEY  HIGH 
SCHOOL,  Pittsburgh,  Pa. 

EDWARD  STOTZ,  Architect 

The  smooth  rubbed  finish  as 
used  on  this  building  is  considered 
the  best  by  some  Architects  for 
cities  where  there  is  usually  con¬ 
siderable  soft  coal  smoke  in  the 
atmosphere.  It  will  resist  accumu¬ 
lating  grime  and  stay  clean  longer, 
also  can  be  cleaned  down  easier  than 
the  somewhat  rougher  surface  fin¬ 
ishes  that  are  generally  used. 


(left) 

Entrance  Detail 
BOSSE  HIGH 
SCHOOL, 
Evansville,  Ind. 

J.C.  LLEWELLYN 
CO.,  Architects 


(right) 

Entrance  Detail 
SUMMIT  HIGH 
SCHOOL, 
Summit,  N.  J. 

GUILBERT  & 
BETELLE, 
Architects 


sS>, 

* 


See  Notes  in  reference  to  these  entrance  details  on  page  73 


74 


HARRIS 

HALL, 

NORTH¬ 

WESTERN 

UNIVER¬ 

SITY, 

Evanston,  Ill. 


COOLIDGE, 

& 

HODGDON, 

Architects 


SCHOOL 
|OF  LAW 
BUILDING, 
UNIVERSITY 
OF  IOWA, 
Iowa  Citv, 
Iowa 


PROUD-” 
FOOT,  BIRD 
&  RAWSON, 
Architects 


The  buildings  on  this  page  show  an  interesting  comparison  between  two  ways  of  using  a  two-story  column  treatment, 
the  one  having  columns  set  above  a  lew  basement  with  attic  story  above,  and  the  other  with  the 
columns  set  above  the  first  story  without  attic  above. 


75 


■AH.-  • 


MAXWELL  HALL,  ADMINISTRATION  BUILDING, 

INDIANA  UNIVERSITY,  Bloomington,  Indiana 

GEORGE  W.  BUNTING,  Architect 


These  two  illustrations  show 
an  interesting  contrast  between 
the  coursed  rock-face  Indiana 
Limestone  in  the  older  building 
above,  and  the  rough-sawed  finish 
Random  Ashlar  of  Quarry-run 
Indiana  Limestone,  at  left,  in  the 
most  recent  building  at  this  same 
University.  In  this  building  the 
rough -sawed  finish  Random  Ashlar 
field  work  is  combined  with  cut 
trim  of  Buff  Indiana  Limestone. 


Entrance  Detail  COMMERCE  AND 
FINANCE  BUILDING,  INDIANA 
UNIVERSITY,  Bloomington,  Ind. 

ROBERT  F.  DAGGETT,  Architect 


See  general  Clew  of  this  building,  page  12 


76 


CATHEDRAL  SCHOOL,  Wichita,  Kansas 


LORENTZ  SCHMIDT  &.  CO.,  Architects 


Built  of  Indiana  Limestone,  backed  up  with  Hollow  Tile 


/A 

£ 

m 

rA 


The  supplying  of 
Indiana  Limestone 
to  School  Builders: 

Indiana  Limestone  is 
regularly  shipped  in  both 
the  rough  and  finished 
state  to  all  parts  of  the 
United  States  and  Can¬ 
ada.  It  is  supplied  prin¬ 
cipally  through  the  cut 
stone  trade;  by  that  we 
mean  the  cutting  plants, 
both  in  this  producing 
district  and  the  plants  or 
cut  stone  yards  that  are 
located  in  all  large  cities 
and  in  many  of  the  small¬ 
er  towns. 

Millions  of  cubic  feet  of 
it  are  used  each  year,  and 
there  is  not  a  State  in  the 
Union  which  does  not 
have  a  multitude  of  pub¬ 
lic  and  private  buildings, 
both  great  and  small,  built 
of  this  fine  natural  stone. 


Detail  of  CENTRAL  BAY,  THEODORE  ROOSEVELT  HIGH 
SCHOOL,  Wyandotte,  Mich.  B.  C.  WETZEL  &.  CO.,  Architects 


While  there  are  a  great 
many  large  cutting  plants 
located  in  the  Indiana 
Limestone  district,  only  a 
comparatively  small  part 
of  the  total  volume  of 
work  is  handled  by  these 
plants. 

On  account  of  the 
regular  demand  for  this 
material  there  is  never 
any  delay  in  awaiting 
the  quarrying  operations, 
as  ample  stocks  of  the 
regular  grades  are  usually 
carried  by  the  stone 
yards  already  referred  to. 

The  Indiana  Limestone 
Quarrymen’s  Association 
has  nothing  to  do  with 
the  sale  of  the  product  but 
will  at  all  times  be  pleased 
to  put  prospective  users 
in  touch  with  the  concerns 
who  can  promptly  serve 
their  requirements. 


77 


HARKNESS  MEMORIAL  RESIDENCE  HALLS,  YALE  UNIVERSITY,  New  Haven,  Conn.  JAMES  GAMBLE  ROGERS,  Architect 

Detail  view  showing  shot-sawed,  or  ''Ripple-face"  finish  Indiana  Limestone  in  one  of  the  Courts 


78 


(above) 

INDIANA  LIMESTONE  Interior 
in  the  HARPER  MEMORIAL 
LIBRARY  BUILDING  at  UNI¬ 
VERSITY  OF  CHICAGO. 

The  exterior  view  of  this  building 
is  shown  in  color  on  front  cover. 


(at  left) 

Detail  view  of  the  beautifully 
carved  INDIANA  LIMESTONE 
SCREEN  at  the  far  end  of  this 
dignified  interior. 

COOLIDGE  &  HODGDON, 
Architects 


There  is  no  other  stone 
so  well  suited  for  sculptured 
detail  and  elaborately  carved 
interior  work,  as  well  as  for 
exteriors,  and  no  other  stone 
that  can  so  readily  and  so 
economically  be  worked  in 
this  manner.  Indiana  Lime¬ 
stone  is  truly  the  Aristocrat 
of  Building  Materials. 


79 


HIGH  SCHOOL 

Kearny,  N.  J. 


GUILBERT  &  BETELLE 

Architects 


This  Volume,  like  the  school  which  is  illustrated  above,  is  DEDICATED 
TO  THOSE  WHO  SEEK  KNOWLEDGE:— A  knowledge  of  the 
best  and  most  eco no mical  material  to  use  for  school  buildings. 

Indiana  Limestone  Quarrymen  s  Association 


iHHHlHHMHiHttHHi 


Nation's  building  stone 


J.  P.  BLACK-MEAD-GREDE-CO. 
CHICAGO 


A  product  that  will 
age  gracefully  and 
assure  you  buildings 
of  Dignity,  Beauty 
and  Permanence: — 
Schools  and  Colleges 
that  you  will  justly 
be  proud  of  as  a 
credit  to  the  Nation 
and  to  the  progress 
of  your  Community 

The  NATION  S  BUILDING  STONE 

IS  IDEAL  for  SCHOOLS 


